I would provide the learner with the opportunity to submit an alternative assignment IF he could justify his position. In this way, the learner's energy will be focused on a positive and creative effort, rather than continue the negativity.
Anthony j Matias
First I would explain why the activities are important to the course. In doing so I would appeal to their ego by letting them know that students enter a course with varying degrees of knowledge. Although some of the activities may seem trivial to a more advanced student, it is important as a facilitator to cover and evaluate all aspects of the course material.
I think this challenge can arise in the classroom as well as the virtual classroom. You just have to assure the student that you posted this question because it is relevant to the course and state the reason why in fact this is relevant and will help them in their future.
I would outline all of the benefits of the presented objectives and cover how the objectives directly tie into the assignments and the learning outcomes. I think allowing the learner to see and understand the bottom line is important in this matter.
If I felt the student genuinely did not understand the relevance of the assignment, I would try my best to get the student to see how the activity is relevant. In addition, I would reinforce the importance of completing all assignments in order to be successful in the course.
Depending on the circumstances, I generally find that what helps is to remind the student of the objectives of the course and steering them back to the goal.
If the student is overly critical of the course, I switch tactics and try to elicit feedback. Sometimes if the goals are unique, allowing the student to offer their perspective can open the lines of communication and provide a way for the student execute what they hope to achieve in the classroom.
Jennifer,
Those examples are very important. You can use your own personal examples to help connect students to their content in more meaningful ways, AND use student personal examples as well.
Herbert Brown III
Communication is key here. Adult learners want to know the relevance behind the activities and assignments - how they will benefit them in their chosen career field. So taking the time to explain again the purpose of the activity, the benefits of the activity and how the student will be able to use this knowledge in the future would be the first thing I would do.
In the discussion board I would make sure that I use real world examples in explainations - as this helps to show value in the discussion.
Hi Herbert,
As an instructor I would let the student know that the activity of choice for that learning unit is pertinent and coincide with the course compentencies and objectives. In addition, I will explain how the information and/or activity will tie in at the end of the course and will help with the end of course assignments or activity. Lastly, all course material and content is seen as pieces to a puzzle that will all come together upon completion.
Romanda Cooper
I believe that including my credentials help students to understand my qualifications to teach the course. I like to include as much of my professional experience as possible.
I like to show the students how the degrees I have earned during my years as a student helped my career.
Best Wishes,
John Theodore
Charmelia,
Just curious...do you work in an environment where all of the curriculum is provided for you and you manage the coursework? This would not work for me as I create all of my curriculum and the students know that. Is there any other way that you might address this with the student?
Herbert Brown III
I would explain that the discussion have been approved by higher authorities and if would need to take that up with them. In the mean time he/she is still expected to participate if the expect to receive a grade.
David,
Have you ever contacted the student through another medium such as phone or video conf. to eliminate the "tone" issue in email messages? If so, have you seen any difference in effectiveness between the two forms of communication in scenarios like this?
Herbert Brown III
First respond by email to this student only, keeping the conversation private. Secondly, spend the time in the email to show the student why the discussion topic is relevant. The challenge presented by the student actually presents an excellent teaching/learning opportunity. Students tend to be active learners and their motivation increases when they "buy-in" to the topics under discussion. This buy in usually should involve helping the students to see the big picture, and communicate with them what this big picture is (even if you think they should already know it!). Be careful of tone in the email so that you are communicating with the student and not talking down to them.
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?
From the beginning, establishing your credentials, your experience and in depth knowledge of the topic is important. However, this type of student, the "Intimidator",needs to establish him or herself; is crying out for attention. This could very well be a cry for you to recognize them(as well as their ego, perhaps).
I would remind this student about the purpose of the exercise, ask them to do the best that they can, in spite of how they feel about it - and remind them that they will be graded according to the course policy.
Jared,
Making your course content and activities real and relevant helps with this process as well. If the content is real and relevant then the students should see the direct connections between the classroom content and what they are going (or are doing) to do in the workplace. This should help the students see the value of what they are learning.
Herbert Brown III
When you are dealing with an adult learner they only learn what they feel is relevant. If they dont believe the lesson or task is useful, they will not retain it. In this situation you have to be a salesman, explane the importance and how it fits into the overall course. Give the student value of what they are about to learn.
Richard,
Communicating with the student offline on an individual basis is a good idea. Sometimes students need that one on one to really discuss issues. Sometimes you find deeper issues that need to be addressed through these discussions.
Herbert Brown III
I would not challenge this student feelings and/or beliefs in this particular setting. I would take this off line, and either communicate with him via the phone or e-mail. I would demonstrate the relevance of the discussion and then press forward. In doing so, I would address the comment by redircting my explanation as to the relevance of the discussion topic with the entire class. This will ensure the class is not led astray by this one student.
To manage the feelings of this learner, I would remind the student of the importance of discussing various topics within our course and each topic helps bring together the entire course objective. By the end of the course, the student should realize that the components of the course fit together to maximize the understanding of the course.
