I would write to this learner letting them know that the fiscussions are an important tool to engage the student's into a useful communication with each other. They have the opportunity to challange each other as well as learn the different views. This tool also give opportunity to critically think about real life situations that may happen to them in the near future and please continue to participate in this important learning method.
compreca,
I agree it is a good idea to help them clearly understand the course expectations; however, you may also want to communicate with them directly to get more information about any issues they may be having. There are times when students are just really begging for help because there are underlying issues. By communicating with them directly and asking for more details you might find there are other issues playing in to the situation that they were reluctant to discuss until you contact them directly.
Herbert Brown III
Hello,
My response would immediatley be to refer to the student back to the syllabus and course assignments. The student will be asked to complete all assignments according to classroom policies and procedures. Student will also be reminded to contact me if she or he has any other questions or concerns. Thank you, Compreca
Ruben,
Good points. Sometimes it is a simple issue that is easily resolved. Other times when you contact the student you find there are other
underlying issues that are effecting the behaviors and it gives you a chance to deal with them accordingly.
Her bert Brown III
I would start off by contacting the student directly to try and obtain as much information regarding his point. I don't want to put him on the defensive so quickly. If I felt there was no validity to his arguement, I would refer back to the course objectives and explain how my choice of activities ties into the ovearll objective. I will have both established myself as a competent instructor that understands the goals of the course and at the same time given him ability to save face by my addressing his point in a professional manner.
Angela ,
Sometimes it helps to contact students to get more details of the situation as well. Many times students can be commenting about one item, when their real issues lie somewhere else. Contacting them and expressing your concern and getting a little more input from them might open other avenues.
Herbert Brown III
I would encourage to student to review the course syllabus specifically the objectives and goals for the unit we are discussion. I would demonstrate to the student that the week’s discussion and assignment help achieve the unit goals for the course. I would also express to the student that this week may not be the most favourable to him or her but assure the student that they will benefit from what is learned from the activities.
When a student questions the content of the material and its relevancy, it is my responsibility as an instructor to help the student better understand the importance of the concepts and how they specifically relate to (1) the content of the course; (2) the overall objectives of the program; and (3) the students future career possibilities. By helping students understand how these three items, relate to the topics, an instructor in reinforcing why the activities are valuable and pertinent to the overall learning. Many students underestimate certain topics that they feel are not important. For example, I have had students question the importance of writing for IT and specifically digital investigations (the topic I teach). When I explain how digital investigators must write reports to present to clients or courts, it then becomes relevant. For other IT courses, it is important to bring to the students attention how writing it vital to communicating project plans, reports to managers or peers, etc.
I would respond back to this student - through private email, not in the public forum. I would ask the student to provide details as to why they believe the activity is in appropriate.
I would then take a long look at the activity from the students perspective and see if this activity really will accomplish the outcome that I intended. Sometimes coursework is developed and some of it changes overtime. The activities must be kept current. If the activity is appropriate, I would take the time to explain to the student the learning outcomes I hoped to accomplish with the activity.
Teresa,
These are good starts. Oftentimes when you communicate with them, you find out that there are other "issues" that are really bothering the student and then you have the opportunity to work out the real issues with the student.
Herbert Brown III
Janice,
Do you think that the student could be saying this for a reason other than that they just don't want to do it? In an online course it is not uncommon for students to speak out when the actually have deeper issues within the class. Sometimes talking with then individually will identify the real issues and give you an opportunity to help them.
Herbert Brown III
I would answer his email privately because he sent it to me and not the discussion board. I would suggest that the student add a discussion question. I would state that the questions do have to do with the topic we are studying and that he has a choice whether or not to do the assignments or not.
I would ask the learner to create discussion questions that he/she believes are more relevant in general or more relevant to him/her. If the questions submitted to me have merit, I would give the student the option of posting and responding to them.
I would also use the opportunity to encourage the student to always communicate in emails in the same courteous ways we do face to face. I would model that in my response.
First I would acknowledge his/her concern.
It is important to acknowledge students' concerns as this will show the students we genuinely care about their learning experience. Once the concern is acknoledged I would point to the student what are the terminal course objectives for the week and link this information to the weekly discussion questions and assignments.
Regarding the assignments I would ask the student to review assignment instructions carefully and see the link between the week/unit terminal course objectives and the questions or tasks included in the assignments.
This happens a lot - students questioning the usefulness of a given assignment or assessment so it is in the best interest of the online facilitator to have a clear and well supported response to the students.
I would be courteous and appreciate his concern and ask him or her to explain why he or she does not believe that the discussion questions are relevant and are a waste of time. Then I would respond point by point using humor if possible, but being very patient and not defensive in any way.
Carol,
I like the win-win idea. Students can provide some great details that can help you make your course even better...why shouldn't we listen.
Herbert Brown III
Carol,
I like the win-win idea. Students can provide some great details that can help you make your course even better...why shouldn't we listen.
Herbert Brown III
So True, Herbert,
There really is no excuse for the harsh approach of this student. It is important for them to recognize that there is an appropriate way to communicate and that would be something better done offline, possibly through a phone call or email. What would really make the end result positive is a way to incorporate a suggested change from the student once clarified. A win-win situation!
Thanks for your additional feedback :-)
Carol Hannon
So true, Patricia,
The approach may not be well received, but there is also a possibility that revisions can be made. As important as it is to make sure the student refines their approach, it is also a good idea to see if any changes might make sense.
Thanks for your reply,
Carol Hannon
Patricia,
Citation of sources is extremely important in all field in my opinion. It is interesting that you note Journalism. There have been some great examples of journalists in the last few years (some of them MAJOR individuals in the field) that have lost their jobs for citing poor or non-exisitent references.
Herbert Brown III
