In a bricks and mortar classroom, a challenge like this is an opportunity for me to shine, as I profoundly believe in both the structure and content of my courses/choices academically. I am usually less invested, however, in the online content of a course. So ... I will get a student to engage me at whatever level they are willing to engage, even if that means critiquing the course a bit. Then, as I am engaging with the student I encourage further critical commentary on the subject matter, encouraging deeper thought. Oftentimes, students like this need to feel a sense of validation on their intellectual prowess, and as long as they are critiquing appropriately, I encourage it, whatever their aims may be.
Herbert,
I would compose an email to the student telling him or her that I can understand the concerns raised. I would then go over the course objectives, unit objectives, and then assignment objectives so that the student can see how everything is related and tied together. After this, in my experience, the student will understand the value of the specific activity once it is explained in detail to the student (specifically the "why"s of the activity completion).
- Dr. Eileen Wibbeke
This is not unusual really, it happens more than one could imagine. I have to say, I’ve taught at the undergraduate, Masters and PhDs levels in technology and business, and I would say 95% of the time it comes from a Masters in IT learner – who happens to be working in the IT field, this is just my observation of teaching online for a long time.
My only guess would be that these learners think that that Master’s program is more a step-up in their own knowledge in IT. For example, if they worked on installing computer systems, or if they had a security certification, a master’s degree should increase their knowledge in those fields in which they have experience.
Usually this stops the complaining – I have to remind them of the difference between work and education learning, or certification and education, and that they gain knowledge from all things, and when they look for other jobs, having work, education, certifications on their resume they become more valuable and looked at as well-rounded to potential future employers
I would, first and foremost, handle the student with respect and tact. First, I would inquire into how the student does not feel the discussion questions are relevant and why they believe the assignments are a complete waste of his time. Second, I would email their advisor inquiring if the student is experiencing an difficulties to explain their challenging the course material.
Third, I would demonstrate how the course objectives tie into the assignment with specific and clear examples. Fourth, I would send to student websites and articles linking into the assignment showing real world application relevance.
I agree....you have to find the way to make the content relevant. If you can teach the material building upon a foundation and explain the need to know this and why could be beneficial.
Belinda,
Would you consider his suggestion as an alternative for him on the lesson, so just feign interest and allow him to share his thoughts? Would you consider his option as a "rework" for that assignment in the lesson....is it possible that it is irrelevant?
Herbert Brown III
If a student challenges the choice of activities in the learning unit and states that he does not believe the discussion questions are relevant and a complete waste of his time, I would ask him what activities he would suggest and tell him to state why his suggestion is relevant and not a waste of his time.
I would note his response to see how well it meets the learning requirement then respond to his response. Through open communication, I would let him know I understand his position. Lastly, I would refer him to the grading criteria and remind him of how his grade is tabulated based on the content he provides. I would remind him that his grade is based on how well he addresses the grading criteria; but I would allow him to voice his opinion and ideas first.
I have learned that with dealing with adults there must be some type of relevency that will give them security. Adult want to learn only material that will be useful to them in the future. However, you must make them aware of all resources that are available and there are certaing subjects that interact with each other.
I would calmly ask them justifications or perhaps example of why. they can then contribute something they feel relevant and we can then take the discussion from there. I have seen this happen twice, and this technique has worked for me.
Michael - Great posting. When I've used that approach I usually find that the conflict has nothing to do with the assignment or even the course, but other issues.
I would related to work to the program and course objectives. They should thread together. I should be able to relate the lesson objective to the course objectives. I see this come up most often in general education courses. We have worked with the curriculum team to write the assignments so they are relevant to the various majors. It is still a challenge.
Herbert,
I would thank the student for their honesty and state that there will be class content that may be knowledge that he/she is already familiar with.
Then I would turn the tables and state 'since you are already familiar with ....' possibly it would be more appropriate to ask you to discuss 'this (and I would elaborate on a more difficult topic'.
Hopefully this would either stimulate the intellectual student OR quiet the disruptive student.
Lauralee
Joan,
I would be concerned if I regularly heard these student concerns. That tells me that there is a problem with my curriculum or assignments. This should be a flag to reevaluate the course its structure and assignments to ensure they are effective. If you only hear this from one or two, maybe it is not an issues, but if you hear it often, it should be addressed.
Herbert Brown III
Eric ,
I have found that there are definitely times that students bring up some very important points that can help us to be better instructors. Being reflective practitioners is important to ensure we can be the best instructors possible.
Herbert Brown III
I would engage, if at all possible, in a personal dialogue (likely through e-mail) with the student. First, thanking them for bringing their thoughts to my attention, and then going point by point to try and explain why the required exercise or material is relevant.
I would close the e-mail by asking for any suggestions the student might have about changes that might make the material more relevant. It's entirely possible that they will have a useful idea.
Often times, even when I cannot give a student the outcome they want, the simple act of engaging them in discussion about an issue, and thus conveying that their input does indeed matter, is enough to resolve a small difference like the one described above.
-Eric-
I would thank him for his interest and his contacting me. I would explain the learning objectives attached to the discussion questions and the outcomes that I expect from the discussion. I would thank him again for his thoughts and encourage him to engage with other students in the discussion forum.
Honestly, this type of learner needs to be dealt with through short and sweet replies. He is just looking for a fight. If he truly thinks the course activities are a waste of time, then he'll eventually figure out online learning is not for him and move on. If he really wants to learn, he'll accept your response and re-engage.
Rebecca.
I am told this often and I have to say, most of the time, it is true. I am trying to be able to come up with my own questions for discussion rather than having to go with the ones that have been set up for me!
Three approaches should work well in handling a learner who believes the discussion questions are not relevant and the assignments are a complete waste of time. The best approach is to relate the topic to real life scenarios, especially if the instructor has personal experience with the topic.
If the instructor cannot relate the topic to real life, then perhaps the learner should be reminded of the syllabus and the required content of the class that needs to be covered to meet the class objectives.
As learned in this online class, the major causes of conflicts are ineffective communication, personality differences, differences in personal values and goals, failure to fulfill commitments and shirking of roles and responsibilities. With these in mind, it is up to us (the instructors) to resolve the issue before it gets out of hand requiring intervention from the institution.
The issue with this student being discussed may be one independent of the class subject as outlined above or even a personal problem. The third approach would be to take the time to understand why the learner is behaving that way. If after reaching out to the student they still continue with their disruptive behavior, then perhaps a reminder of the grading policy for the course may be in order. In addition, it would be prudent to keep a record of all communication relevant to handling this behavioral problem.
I would ask this learner to elaborate on why he doesn’t believe the discussion questions are relevant. I would then ask him to explain in detail why the assignments are a waste of his time. Finally, I would explain the importance of the discussions and assignments and ask him write his own discussion questions and create an assignment that he felt was relevant and share it with the class. I would explain that I will submit his information to administration for review.
First I would learn a little more about this student through viewing their biographical sketch. This may provide a clue to the type of learner or assignment format he is most familiar with. I would then reply to the student's e-mail explaining the course objectives and how they are relevant to the assignments and his interest in the course. Ask for his suggestions on improvement and incorporate any reasonable suggestions in the next assignment. Encourage discussion responses to be more "personal" or related to his interests. Remind the student of the variety of learners enrolled in the course. Encourage him to post additional "relevant" comments or questions to the class. This may provide him with some "answers" he is looking for from the course.
