Managing Learner Behaviors
I would first thank him for his opinion, but would strongly encourage him to make every effort to answer the discussion questions, read other students' posts, and comment on them. I would let him know that by doing so, he will better understand why these discussion questions are relevant.
If, after he has fully participated in the discussions and still feels the questions are not relevant, I would ask him to provide what he thinks may be better discussion questions and why.
A learner has sent you an email challenging your choice of activities in the learning unit. He states that he doesn't believe that the discussion questions are relevant and the assignments are a complete waste of his time.
How would you handle this learner?
I would thank him for having some input into the learning activities. I would suggest he try them for a few weeks and with each one give me his suggestions on how to improve it.
I would explain to the learner that the course was developed with specific learning outcomes and was designed by subject matter experts. I would ask the learner several questions in order to understand the challenge. I would then see if the learner would like to talk on the phone to discuss his/her concerns further.
I would ask this student to explain why he feels the discussion questions are not relevant and ask him to make recommendations on what types of questions he would like to discuss.
After he responds, I would explain to him why the current discussion are relevant and if he actually provides some good discussion questions, I would possibly use them to further extend the discussion.
I would include a couple of different items in my response to this student. First, I would tell him that I really appreciate his openness and courage in issuing such a challenge because speaking your mind to an instructor can sometimes feel a little intimidating. Second, I would do my best to try to help him see how a specific learning activity is related to the learning objectives students are supposed to achieve in this course.
Because of the learning environment in which I currently teach, I would also make the commitment to him that I will pass his concerns along to the lead faculty member who manages this particular course. Related to this I would explain that faculty subject matter experts would together to create all of our courses and that they have very carefully constructed assignments to assess student learning on each stated course objective. This thread in my response is intended both to communicate the care taken to create learning activities, and also to help him understand that as a course facilitator I have very little control over the content of the learning activities that have already bene established.
Russell,
Very well stated. Thank you for contributing your insights.
Dr. S. David Vaillancourt
Hello Jeffery,
I would also use caution concerning the aspect of how much managing (and of what type) is acceptable and fair to the other students. I think instructors (being human) can sometimes get caught up in one disruptive student's behavior and "neglect" the overall efficiency and normal operation of the class. Is there a point where you would have to look to other solutions if this type of challenging continued?
Russell
In my present situation, the university provides all of the discussion questions and assignment descriptions for the class. In the case of a student challenging the choice of procedures or activities in the classroom, it would be a matter of explaining that these requirements have been well thought out by the school and designed for the different levels of student learning abilities. I would, of course, find out from the student the main points of contention and try and focus on those specific issues. In most cases, when you communicate and help the student to understand the reasons why the classroom is set up in a certain way then these types of conflicts diminish. If disruptions of this nature persist and cannot be resolved, the instructor needs to take the matter to an appropriate representative of the school for disposition. Whatever the outcome, the actions of the student should not be allowed to sway the instructor into deviating from the normal operation of the class.
Jeffrey,
Providing the examples to model acceptable responses is a good strategy. Your follow-up procedure is also solid. Thank you for contributing your insight.
Dr. S. David Vaillancourt
I would first respond by email explaining how the assignment relates to the course outcomes as outlined in the course syllabus. I would also give the learner an example or examples of answers to the discussion question and assignments and how those answers relate to the course outcomes. Of course, I would caution the student not to use the examples I provided in submitting his/her work. If the student still does not understand the relevancy of the assignments and/or discussion questions, I would set up a one on one chat session or possibly even a phone call to discuss this further. I think it is important to be very specific to show the relevance of the assignments to the course objectives.
Dear David,
I would explain to the student that the matter of course design is left to the school, with the goal of all students learning the course objectives or outcomes. We use the assessments (quizzes, questions, tests, case studies, etc) to measure if the student does or does not learn them during the course.
There is a direct link between the assessments and the outcomes or, perhaps we should state it in reverse: outcomes drive assessments.
Sincerely,
Dr. Pogue
Indeed, I would thank him for his opinion. I would ask the student a few questions to verify his comments related to his opinions. The learner probably is a noisy learner. I would refer him to other relevant websites which would be related to the topics being discussed. I would also direct the student to learning outcomes and the overall program outcomes. This will perhaps redirect the student and refer him back to the relevance in the course. I would not neglect student suggestion; since there is a remote chance that what he is suggesting may guide me to modify the questions for the next semester. I would also strongly encourage him to make every effort to answer the discussion questions, and participate in discussion posts. This will also help him understand the relevance of the course. I would also ask him to think about pertinent discussion questions and give his opinions on the subject matter which is appropriate in his opinion.
I would reply to this student by asking him why he feels the discussion questions are irrelevant. I sincerely would want to know why he felt this way. But I would no way change the assignment because he felt they were a waste of time!
I would discuss the following with the student in private. First, review the syllabus with the student and then “discuss†the course outcome(s). I would then point out to the student that the “discussion questions†are directly tied to the course outcomes. That is, what he/she (and the rest of the class) should know by the end of the semester. Moreover, the discussion questions (that may seems irrelevant) provides the basis for my assessment (as the instructor) to ensure that the course outcomes are achieved. Nonetheless, if the student has similar questions (that is ties to the course outcome) I would be happy to incorporate them into the class discussion questions.
Keisha,
Very supportive, encouraging and it remains focused on acheiving the objectives of the class. Very nice. Thank you.
Dr. S. David Vaillancourt
Dear____
I am sorry that you feel this way about the discussion questions and the assignments. Your success in this course is very, very important to me so much so that I have carefully chosen the discussion questions as well as the assignments that I believe will benefit you in the mastering of the material.
Is there anything in particular concerning the assignments and discussions that you are having problems with? I am here to help you, and we can set up a chat time. In the mean time, do the best that you can with the discussions and the assignments. They will prepare you for the test and increase your knowledge on the subject, and with time you may find how helpful the discussion topicss and assignments are for your success.
Again, please do not hesitate me concerning any specific challenges you may be facing. All the best, and I hope to hear from you soon.
Sincerely,
Keisha Prime
Richard,
Yes and the discussion can be one of the more 'fun' components of the online classroom with a lighter tone and multiple collaborative opportunities than other segments may have.
Dr. S. David Vaillancourt
The discussion is part of the course. The student must be made to realize this. The discussion boards are a new part of a course. They take the place of the in-class discussion that normally takes place.
I have had this happen. How I handle this depends on the student's "tone of voice" in their communication. If they come off as an authority and offer credentials, I ask them to bear with the questions and perhaps act as a guide for other students, pointing out that despite my credentials, I often find myself learning too from my students' posts and their experiences, so he probably will too, with an open mind.
If the student just simply comes off as a know-it-all, I will remind them there is a reason for the assignment and the course has been put together systematically and to meet certain required learning outcomes. I then ask the student to challenge him/herself to see what he/she can learn from the assignment.
