Managing Learner Behaviors
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?
@herbbrown
This is a perfect situation where instinct should not prevail. Wait 24 hours, think about it, and then respond. Students who do not respect the institution of higher education typically argue and fight to get out of required work; at least in my experience. Turning the question into another question may help engage the student (if I have time to actually come up with a relevant question of where this might be necessary in the 'real world').
As so many others have stated, I would attempt to provide relevance between real life situations and the classroom. I may want to review the students bio to see where I could possibly leverage a more tailored response. Thanks.
I would ask the learner for specifics - what specifically do they think is irrelevant/waste of time? I would attempt to go through each discussion question and assignment with the learner and give specific, real-world examples of where the content is used in the industry they are pursuing. If after that they are still not 'sold', I would tell them that it is still a requirement of the course, but to perhaps dig further into a topic and ask them to analyze how that topic is applicable to their chosen field - or perhaps, what other topic could be an alternative.
I would thanks the student for bringing this to my attention and ask him/her to be more specific as to why the discussion questions and assignments are relevant. I would also ask if he/she could provide some discussion questions and assignments that would be better.
I would try to explain to the learner that the assignments/discussions will help achieve course objectives. I may perhaps try to connect it to a real world example that the learner could relate to.
I think you made a great point here...is it really they think it is a waste of time or could there be another reason why they are bucking it...it could be that it is too hard, they don't understand or it could be they really see it as a waste of time. Finding out exactly what the student is thinking would be a great benefit
I do agree if you can relate it to something that is real life application he/she may be able to see the relevance.
Well most likely I would address this the same as I would in traditional class which would be to restate what he/she said..to make sure I have the information correct and to let him/her see exactly what they said so they may change their mind once they see it. I would then explain the objectives of the activity and state that this is the activity that is going to be graded.
I would offer to call the student and have a verbal conversation, or if that's not possible, a live chat session.
Mr. Brown,
Here is where introductions are important. You find out a little something about the student. Where they work or their hobbies. This is where your creative juices begin to flow. You try to apply the activity and discussions to their professional or personal life. This will help them grasps the meaning behind the activity or discussion.
Under no circumstances would I engage in a tit-for-tat, right or wrong, my way or the highway discussion with the student.
I would validate the student's right to his opinion. I would then explain the rationale for the assignments. I would offer the student additional assistance in understanding the relevance of the assignments.
:-) Ruby
I thought the various threads on this topic hit the "nail on the head." Instead of immediately getting defensive (which is natural - no one wants to be told they are wrong), the instructor needs to determine if the student has a valid point before responding. If so, thank the student for pointing out an issue and correcting the online activity. If not, explain to the student the value of the activity to the lesson objectives - maybe the student cannot see the "forest for the trees." This situation is also dependent on how mature the curriculum is and how often it is updated. Student comments like this are often could times to "take a knee" and re-assess the course details.
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 respond to this learner via email first and ask him/her what type of discussion questions would be relevant. I would try to find out why this student's expectations for the course were not being met. Sometimes, there may be other events going on in the student's life that are causing stress. The email could be a symptom of a larger problem. Thanks. Lisa Dunham
One of the best things to do is to show student how the assignment are applicable to their area of student and to the "real" world. Another aspect is to apply materials studied to real situations.
Samantha Eaddy
First, as an instructor I cannot make assumptions about what the student may know. I would assist the student in their understanding by going over the objectives of the courseroom as they relate to the content. I would try and find metaphors that could assist in abstracting so the content becomes more concrete. I would provide examples where appropraite and generate some questions for the student to answer so that I test for understanding. If the student provides some key discrepancies I would make note of them and try and resolve with the curriculum team so that no other student has the same misunderstanding. I would end our conversation with my action to review the content based on the feedback with curriculum but also get affirmation from the student that he/she understands the correlation of the content in regards to the discussions and activities.
Fonzette Smith-Leavell
I would confirm student understands the assignments. I would explain the relevance of the assignments and how it will benefit him/her in their chosen career.
Amgad,
Do you think that they might actually have a point with their concerns, or do you just tell them this is the course, here are the objectives, like it or not? Is it possible that the student might have a valid point or issue that you as the instructor should resolve?
Herbert Brown III
Explain to the student how the discussion and assignments are relevant to the course.
Hello Professor;
I reinvent my course materials every few terms in an effort to curve the issues that the majority of my students face. So I would consider their arguments and may even adjust the course in the same term if time permits.
Thanks for asking!
~M.H
