Skip to Main Content

Drexel University

Drexel University Logo
Professor Lawrence Duke

Professor Lawrence Duke

LeBow College of Business

Marketing Clinical Professor

Faculty Advisor, MS Marketing Program

One thing Professor Duke had to say about the Yellowdig experience:

 

Interviewer: “How many hours a week did you spend looking through the comments and giving Upvotes and things like that?”

 

Professor Duke: “I'd say one to two hours a week.  I actually wanted to spend more time because there was such good content, I just didn't have the time.  So there's really good content there… And I think it's more enjoyable for the students too. I actually think they are reading what other people are doing…”

 

How Professor Duke Uses Yellowdig:

 

Yellowdig was used in two courses over the Spring and Summer ’18 quarters.  One was a hybrid course for advanced undergrads and the other was fully online with lower-level undergrads.  Professor Duke posted a “sample Pin” each week modelling what he wanted students to do. Students earned points as they saw fit for 5% and 10% of their course grade, respectively.  All Yellowdig point categories were active, including the social ways of earning points, which promote discussion by incentivizing students to post earlier and encourage posting that others will be engaged by.  In addition to points passing a grade to the LMS, the weekly point maximum was active and automatic “nudge” notifications were set for inactive students.

 

Classes with Yellowdig Boards:

 

Spring 2018 – MKTG 365: New Media Marketing

Hybrid (Advanced Undergraduates) - 31 students asked to participate in 4 of 6 weeks

125 Pins & 190 Comments = 2.54 posts per student per week; 1.52 Comments Per Pin

 

Summer 2018 – MKTG 201: Introduction to Marketing Management

Online (Mid-Level Undergraduates) - 38 students asked to participate across 10 weeks

219 Pins & 417 Comments = 1.67 posts per student per week; 1.90 Comments Per Pin

 

Student Feedback:

 

“I felt like I was actually immersed in the content produced by others, whereas on Blackboard I always feel I'm just trying to reach a character minimum or earn a grade.”

 

“It promotes a more collaborative environment for students to work together and access others’ posts… I had fun while using Yellowdig.”

 

“We don't need to wait for the professors to grade the discussion board.”

 

“I also liked how it sends us reminder emails each week when we haven't done the work. I liked it sent us a summary of the week… it helped me to keep up with the work.”

 

“The interface of Yellowdig allows you to look at all threads without having to go back and forth between different links to see what people said. It is all on the same page.”

 

“Personally, I enjoy using Yellowdig over the Drexel [BB Learn] discussion board.  Since the word requirements are quite reasonable, I didn't feel the pressure to write not meaningful content in order to fulfill the work requirements, but I was able to share my thoughts on that week's topic freely. I also like the interactive function that you can like others' posts and give credit to that person. I feel it's a good way to encourage students to generate meaningful content and really get involved in the discussion. I really like it and I hope to use it for other online courses' discussion.”

 

About Professor Duke:

 

Prior to becoming a business professor, Professor Duke was a senior executive in international finance and marketing with twenty years of experience in the public and private sectors, at Citigroup, Nomura, State Street, the International Monetary Fund (IMF), and as a US naval officer.  His teaching has garnered him a number of recognitions (2013 LeBow Teaching Excellence Award; 2013 ArchiTech Technology and Teaching finalist; 2008-2011 LeBow Distinguished Teaching Fellow, Center for Teaching Excellence; 2007-2008 LeBow Teaching Excellence Award). Professor Duke’s research focuses on marketing ethics, quality, digital and global marketing and finance.

Professor Jesse Ballenger

Professor Jesse Ballenger

College of Nursing and Health Professions

Health Administration

Assicuate Teaching Professor

One thing Professor Ballenger had to say about the Yellowdig experience:

 

“The discourse environment of Yellowdig has been everything I had hoped for. It is engaging. I don’t get posts that are repetitive. In a blackboard discussion forum, most posts do not get any comments on them. Students approach it less as a discussion than an individual assignment. I’ve counted this, and in the typical Blackboard forum only 5 or 6 percent of the posts will get a comment from other classmates. In Yellowdig, this is flipped. Almost all of the posts get some comment. There is real discussion going on.”

 

How Professor Ballenger Uses Yellowdig:

 

Professor Ballenger used Yellowdig in four courses over the last 3 quarters (Spring ’18 – Fall ’18).  They include students at most levels (new undergraduates to graduate students). The classes are online and Yellowdig is used in place of what might normally be in-class discussion.  All point categories were active in Yellowdig and students earned them for 5%-10% of their course grade. Professor Ballenger’s Yellowdig instructions are relatively open-ended in that they allow students to choose the topics of posts and don’t prescribe how students should earn their points.  In talking about Yellowdig participation he emphasized to students the importance of them actually discussing posted content. Given this implementation, his students earned many points by reading, commenting on, and discussing existing content rather than just generating Pins. In addition to using points for grading, the weekly point maximum was active and “nudge” notifications were set.

 

Classes with Yellowdig Boards:

 

Spring 2018 – HSAD 500: Historical Influences on the US Healthcare System

Online (Graduates) - 18 students asked to participate across 10 weeks

105 Pins & 419 Comments = 2.91 posts per student per week; 3.99 Comments Per Pin

 

Summer 2018 – HSAD 346: Mental Illness in the Media and Arts

Online (Mid-Level to Advanced Undergraduates) - 34 students asked to participate across 10 weeks

221 Pins & 741 comments = 2.83 posts per student per week; 3.35 Comments Per Pin

 

Fall 2018 – HSAD 500: Historical Influences on the US Healthcare System

Online (Graduates) - 25 students asked to participate across 10 weeks

5 weeks into the course: 98 Pins & 397 Comments = 3.96 posts per student per week; 4.05 Comments Per Pin

 

Fall 2018 – HSAD 210: Health-Care Ethics

Online (Low- to Mid-Level Undergraduates) - 22 students asked to participate across 10 weeks

5 weeks into the course: 78 Pins & 215 Comments = 2.66 posts per student per week; 2.76 Comments Per Pin

 

Student Feedback:

 

“It is already tough working and doing online classes… It seemed very much like I was in a classroom. The assignments opened my perspective to a whole new look of how I view people and most importantly how I view myself.”

 

“I enjoyed the format of the Yellowdig discussion board and the weekly readings were very thought provoking and encouraged critical thinking/analyzing. Definitely one of the most interactive courses I have taken since starting the online program.”

 

About Professor Ballenger:

 

Professor Ballenger teaches health care ethics, history of health care, and health services for the elderly. He came to bioethics from a background in the history of medicine and the interdisciplinary field of Science, Technology and Society. After working for more than a decade as a nursing assistant, he earned a B.A. in History from Kent State University, and an M.A. and Ph.D. in History from Case Western Reserve University.  He then did a post-doctoral fellowship at the Institute of the History of Medicine at Johns Hopkins University. He has lectured and written extensively on the ethical and policy implications of dementia. His research primarily focuses on the ethical and policy implications of the history of medical, social, and cultural responses to dementia and aging.