Teaching Collaborative Governance Online: Aligning Collaborative Instruction with Online Learning Platforms

Kirk Emerson, Andrea K. Gerlak

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This article focuses on the value of aligning course content and delivery in online instruction. It expands our conceptualization of online learning platforms and multiple instructional roles in the context of teaching collaborative governance. The School of Government and Public Policy at the University of Arizona has developed a Collaborative Governance Program for graduate and professional students to learn how to work together more effectively across institutional, geographic, economic, and social boundaries in different policy domains. In this article, we present the two basic pedagogical building blocks that support the program’s online instruction—collaborative capacity and collaborative learning—and describe how the program is integrating multiple online learning platforms with multiple instructional roles. We conclude by discussing how to generalize from these experiences and how the program is working to evaluate the effectiveness of these instructional approaches.

Original languageEnglish (US)
Pages (from-to)327-344
Number of pages18
JournalJournal of Public Affairs Education
Volume22
Issue number3
DOIs
StatePublished - Sep 1 2016
Externally publishedYes

Keywords

  • Collaborative governance
  • collaborative learning
  • instructional roles
  • learning platforms
  • online learning

ASJC Scopus subject areas

  • Education
  • Public Administration

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