I believe understanding learner characteristics is very important especially in my situation. I teach at several different schools. I taught a computer science course last semester. Most of the students were between the ages 18-25. I had one student that was in her 60's. She didn't feel comfortable using a computer. This was extremely challenging for me because I've never ran into an issue like this before. This student felt like she wouldn't be able to keep up with the rest of the class. I spent several hours working with her during my office hours. I sent her to tutoring which was a free service to students on campus. The tutor would than supply weekly reports on the areas that he thought the student needed to improve upon. When the semester ended the student did let me know how she appreciated the fact that I worked with her, and made her feel more comfortable using a computer. So this is definitely a topic that I can relate to.
Hi Heather,
Well said in relation to working with diverse students with different academic skills as well as motivation levels. You make a good point about how you must hold the standards of the course since you are helping them to get the skills they need to be successful in career field. Listening and being aware of their personal issues is important but it cannot take away from the end goal of the class. They have to do the work and develop the required skills.
Gary
Interesting...judging from student comments, I thought I might the only one pushing Discussions Online...I see in the comments below that I was completely mistaken--YEA!
I absolutely concur with everything Nancy said below:
"I do offer extra credit as an incentive for participation. My students receive extra credit for making more than the required responses on the discussion boards. They must meet all the requirements for the discussion board assignment and then go beyond them to earn extra credit. I use my discussion boards to help them work with the material they are studying, so I feel that the more time students spend there, the better. More discussion board participation usually correlates with higher test scores and I rarely have a student who does that extra work and does not earn at least a B on tests, so I feel that it is a good thing."
Like you, I teach online. Some of my students have trouble understanding that the classes are not self-paced independent studies, they are classes and participation and timely submission of work are expected.
I do offer extra credit as an incentive for participation. My students receive extra credit for making more than the required responses on the discussion boards. They must meet all the requirements for the discussion board assignment and then go beyond them to earn extra credit. I use my discussion boards to help them work with the material they are studying, so I feel that the more time students spend there, the better. More discussion board participation usually correlates with higher test scores and I rarely have a student who does that extra work and does not earn at least a B on tests, so I feel that it is a good thing.
I do have students who get to the end of the quarter and want to do extra credit as your students wanted to do. At that point, I tell them no. Our quarter just ended last week and I had two students contact me about extra credit to bring up their grades. One was just short of an A and one was just short of a D. I told them that the opportunity for extra credit had passed. To me, extra credit should only be additional work that is closely related to the required content and offers the student the opportunity to develop a greater understanding of that content. Students should never be allowed to substitute extra credit for the work that they were supposed to have done in the class. It always amazes me when students think that they can do little or nothing all quarter and then buy a grade with extra credit at the end, but some of them do think that they should be able to do that.
Hi Nancy!
I agree that many times older students take their courses more seriously. I believe they do so because they are at a point in their lives where they have a "this is it" attitude and are tackling the course head on. I have young students who do the same, but many are more laid back and figure they have their whole lives ahead of them.
I agree. It's difficult at times to mold the course and instructional methods around the different paces of students and can serve as quite a challenge. I found my students, in face to face learning, loved playing games no matter their age (especially when points equaled extra credit!).
I have taught in higher education for seven years now and have come to realize how important it is to not only understand but to value the learner characteristics. It is especially important when planning the course work and activities. I have had age ranges from 18 to 65 in a single classroom, so the coursework and instructional planning process has to be designed to reach many different age groups. It's a crucial piece of the puzzle to ensure student success as much as possible.
I have also learned that you have to separate yourself from their personal lives, otherwise it gets tricky and can become a trap if not carefully dealt with. The student has to know you understand their frustrations and life issues, however they still have to be held accountable for class work and their own learning. I also compare this to their "real life" career, that a deadline is a deadline and I am helping to prepare them for their future. Many of them thank me later. :-)
Hi Nancy,
I should clarify when I said I was working with the student. She wanted to do extra work so she could pass and I explained that extra work was not the issue but it was as you say "quality of work" and with her absences there was not enough quality. So I am recommending she take the course over again to gain the knowledge and skills. I cannot pass her with extra work since that would be the out many of the students would chose. A great way to pass a class come a couple of times due a little extra work and then pass. I don't think so on my watch.
I agree with your position and statements in relation to work and rewards.
Gary
You are a much nicer instructor than I am. I would not pass a student who missed 70% of the class sessions. At one point, I taught a class for people who were unemployed. Most of them were unemployed because of poor attendance. They tended to think that their employers were unfair in firing them because they did well when they were there. Unfortunately, employers look at the work that is not being done when they are not there.
It's really frustrating, too, that many students do not understand the difference between "hard work", which they often define as quantity of work or time spent on work, and "quality of work." Since we are preparing students for the workplace, it is important that they learn to make that distinction. Employers want quality performance. If a worker can do a good job quickly, that is more valuable than putting in a lot of time to produce an inferior product. The outcome of work is very important.
Hi Nancy,
You created a very clear image of how the younger and older students approach their learning. The second paragraph highlights a very common problem we have in our classes today. I am currently working with a student that came late, missed excessive classes but in her opinion worked hard when she was there so she deserves a higher grade than she got. My response was "yes, you worked hard when you were in class, but you missed 70% of the class and the work when it was turned in did not meet the standards of the field." This leaves a large gap between success and failure. I keep telling them they have to have the knowledge and skill sets in order to be successful. This is hard for them to comprehend sometimes since they only want a grade and go to the next class.
Gary
I actually have a statement in a document that I provide to students that tells them that the class is a learning process, so being incorrect is OK but not being willing to try to correct what is incorrect is not OK. I think it's important to set up an atmosphere that lets students know this and makes them feel safe. Otherwise, older students particularly, will hang back and not participate.
This is a great point that you bring up in regards to the self image. I recently had this issue as well in one of my classes and found that it was important to let the students know that mistakes are acceptable and the point of a discussion forum isn't just meant to have a 'correct' response initially, but to derive at the end of the week a common understanding of the topic.
I also find that older students don't mind asking questions whereas with the younger students, I have to email/phone/post to ask them if they have any questions.
Hi Katie,
Through your comments you laid out a comprehensive plan for how you can address the individual strengths and needs of each student. Well done and I am sure you are enjoying your teaching career.
Gary
I've always found that it is important to understand how traditional aged students differ from non-traditional students. Students who have just graduated from high school are not usually afraid that they cannot do the work. Many of them have developed the habit of "blowing off" poor grades. Older students often seem to put more effort into their work because they are very afraid that they can no longer learn. They sometimes express a lot of anxiety and need to know that I am confident that they can succeed.
I am finding that many students today have come through systems where student self image was sometimes valued over student performance. Some of these students will tell me that they "worked very hard" on an assignment and deserve a good grade even though their work may not meet the criteria for the assignment. That does not tend to be a problem with older students.
How does an understanding of learner characteristics help in the instructional planning process?
Each learner in class has a unique educational background and current career and school goals. It is imperative as an instructor to be prepared and ready to address and support the spectrum of learner needs in an online environment. When you can embrace where each student is individually you are making important steps to meet their needs. This makes a more beneficial and amazing learning experience for all!
Hi Christine,
It sounds like you have a very interesting class based upon the content and the diversity of your student body. You have many challenges with your students and your approach is meeting the challenges and keeping the students engaged in the learning process.
The encouragement factor is so important. Non-traditional adult learners coming back to school are very high risk and they need to know that someone cares about their success and that they can make it through their training program. The key is for them to hear it often.
Gary
I find that adult learners can bring so much relevant and interesting life and professional experiences into the classroom. I like to use this as part of my instructional process by developing quality discussion questions that allows students to learn from and share with their peers. I really like to focus on the positive and bring out the best in people through educational opportunities!
Lacey Finley
Understanding learner characteristics is of the utmost importance for me since I work with non-traditional students. Even those who are in the traditional student age bracket are usually from family backgrounds of minimal college experience. Understanding the expectations of adult students is especially important for me; in particular the desire for the course content to be relevant and practical plays a huge role in how I design my course. Since I teach literature, which many people perceive to be very impractical, I have to work creatively to come up with ways in which literature is applicable to their desired careers and lives.
Another of the needs of adult learners in particular that I have had to learn to address is giving extra encouragement. Many of my adult students have clearly displayed that tendency to lack of confidence in their academic ability and a near perfectionism in their work. When I consistently encourage them in little ways they are able to relax a bit and enjoy the class as well as understand it better.
Hi Avalokita,
The key words you mentioned are understanding and appreciation. By having both of them for your students you will see a great difference in their involvement in the class just as you mentioned.
Gary
Hi Christine,
Good way to use the life experiences of your students and bring real life into the classroom. The learning and sharing between each other is a great way for them to see how they are going to have to work with others when they are in the work world.
Gary
