This is a very productive approach. It avoids a "contest" with this know-it-all student and may even get this student to consider the topics from a different perspective.
Kenneth,
Yes, this is very reasonable. Nicely done.
Dr. S. David Vaillancourt
Everyone has an opinion. First, I would remind the students that the assignments and discussion questions are reviewed on a regular basis for their relevance. Second, I would ask the students to present their reasons for stating that the questions are not relevant. Finally, I would recommend that they would complete each assignment and then I would entertain questions about revising the assignments.
Rebekah,
Excellent enlistment of the student into the 'meat' of the content with a high level of real-world relevance. Very nice.
Dr. S. David Vaillancourt
Dear Student,
In checking your bio I see that you are very skilled in interpersonal communication skills. One of the discussion questions this week asks to provide an example of how cultural differences can impede the communicaiton process. I was reading an article on your company's expansion to China. Having recently been in China I am reminded of the importance of business cards and how they are almost sacred in China and not so much so in the United States. Chapter 13 in our text outlines some of the nuances of cultures and the importance of same. What are some other examples of how the information on page 286, specifically paragraph 2 can assist global expansions and your company in particular?
James,
'The best policy' as the old saying goes. Nicely done.
Dr. S. David Vaillancourt
I have had this actually happen on a number of cases--and like others have mentioned, I explain I will refer his/her observations to the course designer, and then ask the student for recommended changes to make the discussion more meaningful--nearly every student like this I have encountered seem to appreciate the open and honest exchange--Dr Jim
Dr. Aron,
Eliminating the distractor from the online classroom is a good strategy. Individualized follow-up with the student in private is the correct approach. Additionally, enlisting the teamwork of the student advisors is a terrific enhancement. Nice work.
Dr. S. David Vaillancourt
I would delete the message the student wrote in the main course room. I would also follow up by sending the student an email stating we are able to discuss this. I will also ask the student advisors to follow-up with the student.
Dr. Aron
Dave,
Excellent recommendations. Very thorough. I am a fan of Zig, myself.
Dr. S. David Vaillancourt
First and foremost save the email for maybe needed future documentation. Ask the student why he/she feels this way and what do different content activities would he/she recommend. Use the 'Feel/Felt/Found' close espoused by Zig Ziglar and other noted motivational and sales celebrities. 'I know how you feel; I've sometimes felt that way before; and here's what I found (or had to live with)'. Furthermore, you can mention that you're only facilitating what you've been given, i.e., the curriculum development is outsourced to a third party company in Canada which is the case with American InterContinental University Online.
Dr. Dave Hinkes, DBA, DBA
James,
Providing the student with directions to the appropriate SMEs who control curriculum content can allow the institutional team to get a 'first hand' look at the impact to the learner. This can have a positive impact for the organization when accomplished in right way through appropriate channels. Additionally, you may want to review the questions to see if there is a learning opportunity for both you and the student. I have found many times that I may learn more about my content area and how to better teach it when these types of issues arise.
Dr. S. David Vaillancourt
Since I have no control over what questions are asked and what questions are not asked as these programs are already put together for me I would advise them to get in touch with the department chair to pass on their observations or complaints. It depends on what university you work for when it comes to addressing problem questions in discussion boards or individual projects.
Nichoe,
Very good. This is a solid response.
Dr. S. David Vaillancourt
I had this to occur in one of my courses. The student did not believe any of the assignments were relevant but grudgingly completed them. Based on the quality of work submitted, it seemed that the student did not really understand or know how to complete the work.
In handling this student who felt the assignments were a waste of time, I thanked the student for the perspective then asked pointed question to challenge the thinking on the assignment.
Jeanne,
Excellent show of respect for the course designer and the student.
Dr. S. David Vaillancourt
Ola,
Very good. Thank you for sharing your insights.
Dr. S. David Vaillancourt
My strongest response would be to point this student to a specific learning objective for the course, and take it from there. Much of our coursework is laid out by a Program Administrator, so I will be following a predetermined format to some extent. This gets me "off the hook" to some degree, but there is always "room for improvement"! And who knows, the student may be making a valid point!
I would encourage the student that all opinions are worthy of discussion, and maybe discuss it in a chat session 1 on 1 for which I would be well-prepared!
Linda,
This can be a good way to build trust and patience, if the student is able to "soon see the rationale." Thank you.
Dr. S. David Vaillancourt
That's a valid question! Sometimes, students do not want to answer, just because the DB seems complicated to them. I would challenge them to give it a try and that I will help them as they work their way to finding the correct answer or discussion point.
