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Robert Woods

By on July 2, 2012 in Faculty Publications

Woods, Robert H., Diane M. Badzinski, Janie M. Harden Fritz, and Sarah E. Yeates. “The ‘Ideal Professor’ and Gender Effects in Christian Higher Education.” Christian Higher Education 11, no. 3 (July 2012): 158–176.

Abstract: A survey was administered to 451 undergraduate students at a private liberal arts Christian university to identify students’ perceptions of the ideal professor. The survey revealed that the ideal professor places great emphasis on the integration of faith and learning, is flexible (and even easy), maintains high academic standards, encourages students, and has an adaptive teaching style. Findings also highlighted gender differences in student perception of the ideal professor. Women perceived an adaptable teaching style, encouragement, and integration of faith and learning as slightly more important than men did in defining the characteristics of an ideal professor. Implications are framed in terms of student expectations for content and relationship dimensions of learning associated with Christian colleges and universities.

Robert Woods & Ines Jindra

By on November 13, 2005 in Faculty Publications

Knight, David A., Robert H. Woods Jr, and Ines W. Jindra. “Gender Differences in the Communication of Christian Conversion Narratives.” Review of Religious Research (2005): 113–134.

Abstract: Scholars have long sought to find the differences in the ways men and women communicate. Also, researchers have studied the field of religious conversion. Thisfirst-of-a-kind study has sought to find if gender differences arise when men and women communicate the story of their religious conversion. Forty structured in-depth interviews with 20 male and 20 female undergraduate students at a small, private Christian liberal arts university in the Midwest were used to address the stated research question. Five male and five females were selected from each grade level. A non-probability sampling procedure was used to select subjects. The final sample consisted of two Hispanics, one Black, and 37 White non-Hispanic participants. The average age of each participant was 20. Although some authors have suggested that conversion stories of men and women would be similar due to a rhythmic narrative formula and common structural elements, this study has found that significant gender differences in the communication of such narratives do arise in certain specific areas. The majority of men used adventurous metaphors, while the majority of women used peaceful metaphors to describe their conversion experiences. It was also found that the majority of men focused on themselves as the control character while most women focused on someone else. And, men described themselves as clever whereas women described themselves as foolish in their narratives.

Robert Woods

By on November 13, 2003 in Faculty Publications

Woods, Robert, and Samuel Ebersole. “Becoming a ‘Communal Architect’ in the Online Classroom-Integrating Cognitive and Affective Learning for Maximum Effect in Web-Based Learning.” Online Journal of Distance Learning Administration 6, no. 1 (2003). http://www.westga.edu/~distance/ojdla/spring61/woods61.htm.

Abstract: Successful online instructors realize that building a sense of “community” in the online classroom is necessary for successful learning outcomes (Gunawardena, 1994; Wiesenberg & Hutton, 1996; Campbell, 1997; Gunawardena & Zittle, 1997; McLellan, 1999; Kazmer, 2000; Wegerif, 1998). The development of community “becomes a parallel stream to the content being explored” in online courses: [It is not] “something that ‘mucks up’ or interferes with the learning process (Palloff & Pratt, 1999, p. 30).

Robert Woods

By on December 13, 2002 in Faculty Publications

Woods, Robert H. “How Much Communication Is Enough in Online Courses?- Exploring the Relationship Between Frequency of Instructor- Initiated Personal Email and Learners’ Perceptions of and Participation in Online Learning.” International Journal of Instructional Media 29, no. 4 (December 2002): 377–394.

Abstract: The researcher, an online instructor at the graduate level, considered whether more frequent delivery of instructor-initiated personal (text-only) emails outside of required class discussion formats would result in more favorable student perceptions of the student/faculty relationship, higher student ratings of perceived sense of online community, and a higher degree of satisfaction with the overall learning experience than would less fequent delivery of such instructor-initiated personal emails. The researcher was also interested whether more frequent delivery of personal emails would result in higher levels of student participation in required group discussion formats. Results: regardless of the number of personal emails sent to students throughout the semester, a statistically significant difference between groups could not be identified along the lines of perceived sense of of community, satisfaction with the overall learning experience, or personal relationship with the instructor. More frequent delivery of personalized email did not increase the amount of student participation in required discussion formats. The same positive results were achieved whether the instructor sent two (2) or fifteen (15) personal emails. Explanations for the findings are offered along with suggestions for future research. Reprinted by permission of the publisher.

Robert Woods

By on November 13, 2001 in Faculty Publications

Ebersole, Samuel E., and Robert Woods. “Virtual Community: Koinonia or Compromise?-Theological Implications of Community in Cyberspace.” Christian Scholars Review 31, no. 2 (2001): 185–216.

Abstract: With the growth of computer-mediated communication and the rise of virtual communities, theological issues relating to the nature of these relationships must be addressed. The authors first define community and then explore recent trends in online communities. The discussion of virtual community and new media technologies is grounded in a historical context focusing on the introduction of the telegraph and radio broadcasting. Buber’s dialogic communication is proposed as a normative base for community in light of the interpersonal character of online community. And finally, six virtues of community are discussed in light of the technologies and practices of online community. Samuel E. Ebersole is Professor of Mass Communication and New Media at the University of Southern Colorado in Pueblo, Colorado. Robert Woods is Assistant Professor of Communication at Spring Arbor University in Spring Arbor, Michigan; he recently served as Dean of the School of Continuing Education and Director of the Leadership Studies Program at Yellowstone Baptist College, Billings, Montana, where he was responsible for online program development.