2008 PROCEEDINGS - Public Relations Society of America
2008 PROCEEDINGS - Public Relations Society of America
2008 PROCEEDINGS - Public Relations Society of America
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Teaching Online <strong>Public</strong> <strong>Relations</strong> Using a Hybrid Delivery Model<br />
Michele E. Ewing<br />
Kent State University<br />
meewing@kent.edu<br />
Scott Juba<br />
Kent State University/<br />
Cleveland Botanical Garden<br />
sjuba@cbgarden.org<br />
Introduction<br />
At its core, public relations focuses on developing and maintaining relationships with an<br />
organization’s internal and external publics through two-way communication. Online media have<br />
changed public relations and the public relations pr<strong>of</strong>essional’s job. Employees, shareholders,<br />
customers, news media and other audiences are online seeking information, and interacting with<br />
the organization. Blogs, wikis, digital press rooms, podcasts, e-newsletters and a range <strong>of</strong> other<br />
tools <strong>of</strong>fer innovative ways to reach stakeholders.<br />
This paper focuses on the development <strong>of</strong> a new course designed to teach public relations<br />
undergraduate and graduate students about the use <strong>of</strong> online tools in the practice <strong>of</strong> public<br />
relations from both strategic and tactical perspectives. Since the course focused on the use <strong>of</strong><br />
online media and resources, it seemed appropriate to create a “hybrid” course, featuring both<br />
traditional and online instruction, <strong>of</strong>fering greater opportunities for the students to interact with<br />
online media and resources.<br />
Primary and secondary research was conducted to develop a new course, <strong>Public</strong><br />
<strong>Relations</strong> Online Tactics, and to explore best practices in online teaching and incorporating<br />
interactive technologies in new pedagogical approaches.<br />
Literature Review<br />
<strong>Public</strong> relations and the Internet seem to go hand in hand. Wright (2001) reported that<br />
nearly all public relations pr<strong>of</strong>essionals (98%) believe their work has been impacted by online<br />
technologies. The Commission on <strong>Public</strong> <strong>Relations</strong> Education (2006) reaffirmed this and noted<br />
that people in the PR pr<strong>of</strong>ession are some <strong>of</strong> the heaviest users <strong>of</strong> communication technologies.<br />
As Internet usage continues to soar, consumers are becoming more comfortable with<br />
accessing, creating and sharing information. According to an October-December 2007 Pew<br />
Internet & <strong>America</strong>n Life Project survey, 72 percent <strong>of</strong> <strong>America</strong>n adult Internet users (18+ years)<br />
access the internet on an average day. A February 2007 survey indicated nearly half (47 percent)<br />
<strong>of</strong> all adult <strong>America</strong>ns have high-speed Internet access (broadband), increasing from 42 percent<br />
in early 2006 and 30 percent in early 2005.<br />
<strong>Public</strong> relations practitioners realize that on the Web, “dialog is occurring daily, even hourly,<br />
with constituencies, customers and prospects, as well as enemies” (Paine, 2002). Taking an<br />
active role in these dialogues is key, because the “goals <strong>of</strong> these dialogues are the most basic<br />
<strong>of</strong> public relations objectives” (Paine, 2002, pg. 2).<br />
Communication technology continues to change the way public relations is practiced. It<br />
is important that students learn how to strategically incorporate the use <strong>of</strong> technology in the<br />
practice <strong>of</strong> public relations. (Commission on <strong>Public</strong> <strong>Relations</strong> Education, 2006).<br />
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