Student expectations
I would think it is important for students to have a clear set of expectations about the course before it begins...but what if the student thinks something entirely different than the school or instructor thinks about the course? What should be done?
David,
Excellent point, 'giving examples' is a powerful success tool. As you indicated, it is particularly helpful with the APA format. Providing the template and/or example can give the student the confidence to 'jump right in' on the activity. I find it works very well for my associate degree level students as I introduce them to APA.
Dr. S. David Vaillancourt
An area that I set expectations very clearly on is the use of spell & grammar check. I repeat this over and over to my students and also provide examples of how and why they need to do this. For example, I recommend that all student, always use Word to complete forum post responses, and then they can use the built in spell check within the application. This does two things for them; 1st it ensures that the work passed in or submitted in the forum is understandable and professional, 2nd it prevents the frustrating loss of data should the network connection drop or the web browser session time out. I can't tell you how many times I am reminded of these two elements; this is why I stress them so much to students. Well-formed habits make for work that is complete correctly and professionally.
I think another critical element to successful online learning is examples of what the instructor is looking for. In my courses I like to have my students use annotated bibliographies to showcase new, hot-off-the press information in technology or the industry. Not only this, but it engages the student by requiring them to share something of themselves in the form of a personal interest, related to the course subject matter. In regard to giving examples, I try to always post an example of the required work as a template for the student's to use. A great example of this is when you require something in APA format. Otherwise you are bound to get a great deal of questions.
Janis,
Excellent point. Students often learn a great deal from the variations as they acheive their education from class to class.
Dr. S. David Vaillancourt
Every classroom should have a clear post about course expectations. By putting this in the classroom, the students know what is expected in the course and the instructor can refer that student to the expectations when needed. One should always explain that instructors have what is known as “academic freedom†and that is why there are several variations from course to course.
Very true. Sometimes student assumptions are quite different from what I thought they would have understood. I wonder, "where did they get that idea?" But, no matter, it sometimes happens that there is a misunderstanding and it is important it be cleared up as quickly as possible for the sake of the student...and also the rest of the class.
James,
I think the right answer to your question is - yes and yes. ;-]
I do agree with you on all counts stated above. It also seems there are more mundane implications (e.g. time commitment required, frequency and timing of required activities, late submission policies, etc, etc.) Accurately conveying the expectations to the students is, indeed, "quite important." Thak you for your well-founded contribution.
Dr. S. David Vaillancourt
Thank you for your thoughts here. This is something I think is quite important. Students really do need to have a clear idea of what the course objectives entail. This is because they should be sure they are in the right course in the first place. Moreover, even if they are in the right course, it is important they know the objectives and expected outcomes. If they don't, then they could be quite disappointed with what happens in the course and feel they have not gotten what they wanted from the university experience. This is apart (even) from the problems that will ensue if their expectations are not met, or the demands upon their efforts are different from what they expected. Do you agree, or is there another way to look at this issue?
James,
I have usedit with some students who seemed to feel the expectations were not clear. It required them to read (not skim over) the syllabus, which significantly improved their understanding of the class. It may be a matter of 'style' if it is useful for you or not. I would imaging if you can envision it working for you, it probably will. Thank you for your open dialogue and contributions to this discussion.
Dr. S. David Vaillancourt
This is a good suggestion. I can see a way that I could ask a student to look at the syllabus, as it pertains to objectives, and then ask specific questions he or she might have. Do you think this is workable? It seems to me a good approach...but I'm open to suggestions.
James,
It seems like a request for the student to "clarify his/her understanding based on what the syllabus states" would be appropriate and not rude. It does not seem academically sound for a student to negotiate course objectives or content.
Dr. S. David Vaillancourt
Well, it has happened only a few times, but I've seen students who are not really well versed in the course content or objectives. On the one hand, I don't want to chase them away with rude comments about not reading the syllabus...but on the other hand I don't want to encourage them to think they can negotiate course content. That just isn't possible in the courses I teach. I wonder if this is something that happens? I will admit it is rare...but it has occurred.
Jim
Leah,
Very good point. The students will often assume your classroom works a particular way until you indicate differently. Clarity on your procedures is very helpful. Thanks.
Dr. S. David Vaillancourt
Hi Leah,
I recently ran into this scenario while teaching a math course. There is a course that precedes the one I teach, but I have no access to how any of the instructors run that course. Most students I've met seem to understand when they are reminded that it is important to review the course policies, but one student was very irritated that there were different policies in my class.
I've had some success in creating a discussion thread where I list some of these policies in an outlined form, such as:
1. I understand that it is my responsibility to upload assignments on time. If an assignment is uploaded incorrectly on the due date and fixed within the late period, it will be a late submission.
I then ask for students to reply to acknowledge that they have reviewed the course policies, including the highlighted ones in the summary.
Eugenia
One thing I also struggle with is expectations may be different between different instructors. I will sometimes get a student who is taking the course for a second time and finding that the course is run very differently or expectations are different. Having clear expectations set up front is very helpful to making it clear how YOUR classroom is run, not someone else's!
James,
I would suppose the specific "difference" in what the student thinks might play a significant role in determining the "what" that should be done. There probably is not a single approach that would be effective. Do you have any specific scenarios you would like to discuss? Thank you for your contribution.
Dr. S. David Vaillancourt
