First item - listen to the student! Every complaint is important.
This has happened to my classes in the past. As I listened to the student's thoughts, I was able (hopefully) to understand the meaning and root of the problem enough to provide insight to the student. Usually this is enough, but not always.
The next item is to engage the student in the "repair" process, by asking for more information of what can be done to resolve the problem, providing the student the avenue to express their thoughts and to provide the outlet to vent frustrations. During this time, I remind the student the assignments still have to be completed as is, that we are all in the same boat together in this effort. I will be sure the changes will be submitted to my supervisor, and after that, it will be the management's responsibility to implement the suggestions.
There have been times in the past where the changes were implemented by the school, ideas such as times and dates, projects and assignments, are all a dynamic process, each building upon the success of the previous effort. This is how we grow as humans, this is how we make our lives better for those who must follow in our footsteps.
Roberto,
I have also had this issue with students before and typically when you start asking them detailed questions as you mentioned, the truth does start to appear. Many times it is a "cover" for underlying issues. Even if they had all of this knowledge already, there are ways to work with them to "stretch" their understand and depth of the material.
Herbert Brown III
I normally verify the questions posted on the discussion forum before students can access it. I ensure that all questions and activities are tied to some learning outcomes. I will analyze the student’s questions to ensure that the student's comments are accurate. I will compare the discussion assignment in question with the module or unit learning objectives and outcomes. If I find the assignments to be in line with the learning objectives for that particular module, I will then respond to the challenges by indicating how each of the activities and questions are aligned to the learning objectives and outcomes. I will encourage him to work on them and I provide some assistance with the topic. Depending on her or his response, I will take the next step if the student becomes disruptive, then I will review institution's code of conduct for online participation with him and take the appropriate action specified therein. Thanks, Tom
I would layout in detail how the assignments and the discussion questions directly relate to some real world aspect of what we are learning. An answer of HOW it relates.
The more one communicates with the student, the more the facilitator can understand the student's problem.
Good point here Lori. I've found that issues such as these are ongoing and throughout the course versus in one event or week. Working with the student quickly and effectively goes a long way to ensure that the student does not have a poor learning experience.
Where there's smoke, there's fire. If a student sent me an email stating the assignments were a waste of time, I would ask them to be more specific and which assignments would appear not related to the material for the week. I would also monitor the student's assignment activities to see if they are posting late or if there are other issues.
I would also work closely with the student in terms of communication to ensure they are moving along in the course. In the past I did have this issue with a student and found that they did not receive their text yet (not until week five in a six week course). By week five, I asked the student why they did not be more forthcoming in terms of their text.
Dear Lori,
I like the comment that the student send suggestions about the course and the course's assignments - - this gets the student making contructive comments.
I also feel that the communication should be shared with my supervisor just to keep the administration informed about this student, especially if the student crossed lines and the wording that he or she used did not following the university's conduct code. I would then inform the student about the university's conduct code.
Sincerely,
Marjorie Thrall Moller
First, of all, I would point out which learning objectives relate to the assignment. I would also state how the assignment relates to the overall course objective and how their grades relate to the course's final grade. I would then cc my supervisor to keep her or him informed of the respective student's communication.
Then, I would request the student to contact me if he or she has further question(s) regarding the assignment.
Sincerely,
Marjorie Thrall Moller
Jason,
It may also be necessary to reiterate the expectations of the course. Examples like this reinforce the need to have very clear, concise and complete (as possible) expectations for the course and behavior/professionalism.
Herbert Brown III
I would capitalize off of this student's innate and aggressive curiosity by suggesting that he/she articulate these objections into questions that could be posted in a discussion forum: e.g. "What does ______ have to do with ______?". Doing so has many benefits: the student's aggression is neutralized, the discussion becomes student-led (tempered and focused, of course, by the instructor), and the questions are asked in language that may be easier to understand by other students.
Lori,
If it is clearly articulated up front on the syllabus you should have fewer issues. It is when directions and expectations are not clear that problems more typically arise. But as you note, a clear direct tone is ideal.
Herbert Brown III
I would respond by using a polite tone in my email and apologize that the student feels this way and explain that all course work has been established to challenge the student in obtaining the necessary information to successfully complete the course.
I would ask if there are suggestions that the student would like to recommend then I would accept those suggestions and pass them on to the appropriate person.
I would end the email informing the student that in order to meet the objectives of the course all of the activities and discussion questions are relevant to the syllabus and that despite the learners objection to the assignments to complete all assignments to the best of their ability
If assistance is needed I will be available.
