Well, the first week of Fall 2020 is coming to a close. It was quite a week.
So, what is #3. I was not on campus, but my department chair was. My hybrid classes were to meet on Wednesdays, and he checked to see if the same room was open on Mondays at the same time. When he found out they were, he authorized splitting my hybrids in two, with half meeting on Mondays for the semester and half meeting on Wednesdays. This is a very good thing for the purposes of getting all of my students in the class once a week, which is really pretty necessary with a hybrid class.
It began with a blur of changes. All of those options that I referred to in my previous post as to how the fall semester was going to work were thrown out the door on Monday. This is not necessarily a good or bad thing, as I would have liked to have #1 as the option and really did not want #2 as the option. What I ended up with was #3, however. And since I did not even know about #3 until Monday, it required a lot of scrambling and a recreation of many parts of my hybrid classes.
The complicating factors, however, are many.
- For one, not every student can switch, as some have scheduled other classes in that time on Monday and others didn’t do classes on Monday because they were already working or had other obligations. So, even after splitting the classes, which was left completely up to me on how to do it, I then had a couple of days of exchanging announcements and emails back and forth with students to get everyone in the section where they could meet, either on Monday or Wednesday
- Second, I generally avoid Monday hybrid classes, as there is always one more Monday missed than all other days in the semester (Labor Day and MLK Day). Now, with not making this change until after Monday classes would have met this week, I have essentially lost two Monday classes in comparison with the Wednesday section. I have somewhat solved this by having the Monday class meet once in finals week and having the week of Labor Day be an online-only week.
- Third, I now have to (and am still) double all due dates on all assignments, as the Monday and Wednesday meetings will necessarily have different due dates. I had to recreate the syllabus to reflect this first, and I finished that up on Tuesday. Now, I am still in the process of doubling all assignment due dates so that there are different ones for Monday and Wednesday. This is not a hard thing, but it is both tedious and time consuming.
- Fourth, Canvas does not easily allow you to divide up students inside your classroom, and so I had to work around some things to get the students to only see the due dates that were relevant for them.
- And, on that note, McGraw-Hill Connect (which I use in my classes) does not allow you to have different due dates for a single section, meaning that everybody’s due date became the later due date
And that’s just the hybrid stuff I had to do.
We also had the very fun situation of having changed over our ERP (Enterprise Resource Planning) this semester. The changes have made two complications for our classes.
- About half of the classes in our system could not bring students into the Canvas classrooms. This was not solved until late on Monday. This just added to everyone’s stress level for starting the semester. There’s nothing like taking or teaching online classes and having students not be able to access anything in that time.
- This same ERP changeover affected those of us who use McGraw-Hill Connect, as both the faculty and any students who had used Connect prior to this semester had to go to McGraw-Hill’s tech support to have their logins reset. While this was not difficult, it was again one extra step.
So, all of that adds up to me being much further behind on the Thursday of the first week of classes than I would normally be. But, I am catching up and moving forward. I just hope we are done with these types of issues for a while.
How has your start of the semester been?
Well, here we go. Another semester is set to start, with just a little over a day left until we get going. I am teaching six sections this coming semester, three online sections and three hybrid sections. This last week has been the preparation time to get ready for the semester. We were worried over the course of this holiday break because we were updating our learning managements system (LMS), and so there were some cautions about doing too much ahead of time in case there were problems. There turned out not to be any problems, but I scaled back most of my plans for possible changes. In fact, with my online class, I am simply redoing the course I did last semester, meaning that there were mainly just some changes of dates and a few minor updates. Otherwise, that course is ready to go.
I have put together a few more changes for my hybrid class. They have finally gotten my hybrid classes scheduled correctly here, as they are set for meeting only one day a week. In the past, I have always had them scheduled for two days a week, and then I met for one of those. Now, I have one class on Tuesday, one on Wednesday, and one on Thursday. The only negative to that, is that I used to meet for both of the days in the first week, which gave me two days to introduce the class. Now, I have to get that introduction done in one day. So, I have developed some introductory materials to show the students how to access my online material and the textbook material. I used iBooks Author to develop the material, making a .pdf file that is set up like a book and includes both images and links. I am hoping this provides my students with the information they need in an attractive and accessible format. If I knew how to attach a .pdf file to this post, I would put an example here, as I am pretty proud of what I did. It is something new I am trying out, and it worked well.
On that same note, I have put together similar presentations for my hybrid class weekly assignments. In the past, I had very basic assignments for the students, such as having them watch a documentary, write a response paper, and then discuss it. Over the years I have been doing this, I have come up repeatedly unsatisfied with my students’ preparation and background knowledge. So, I have beefed up the activities, providing background information, helpful links, stronger and more involved assignments, and more detailed response papers. I want the students to be more prepared and to have more engagement with the material. Again, if I had the ability, I would post one of these up, as I do feel that the iBooks format works pretty well for the material and presentation. I am not planning on publishing these to the Apple Store, but I do like the ability to create something that looks nice and can be exported in a format that is generic enough for anyone to use.
So, that is what I have been working on. I have all of the dates in my classes adjusted to the Spring semester. I have all of the Course Outlines done. I have the online classrooms ready to go. The first five weeks of the online course are visible and ready when students get in on Monday. I have the first three weeks of the hybrid course ready to go, and I hope to get the fourth work done tomorrow and have that be my preparation point to get the students in on Monday.
How about you? Are you teaching a class this semester? Are you taking a class? How ready are you for the semester?
And so another semester has come to a close. I have not blogged nearly as much as I would like to, but I hope that changes soon. This was my second semester in a row of an unasked-for double overloads. While it may not seem like much to add in an extra 30 students over my normal single-overload semesters, that means more grading, more emails, more student issues, and more time.
My free time becomes less academically oriented the more that I have to actually work on my academic career. I have more time, I find, for blogging, reading academic newsletters and email subscriptions, and reading in my field, when I am not stretched to the limit on teaching. I was just catching up on my Chronicle and Inside Higher Ed newsletter subscriptions and realized that I had not read anything there since October, despite getting 3-5 emails a day. That means that I am behind by a lot, and yet I would like to look at each email I get there, just to keep up with what is going on. In fact, before deciding to sit down and write a post, I read through a week of the emails, meaning that I am still in October, but in late October versus mid-October.
I staggered out the due dates for material this semester, as I knew I had a lot of students to grade and a lot of work to do. My assignments for the end of the semester actually started coming in on the Sunday before the last week of classes and were staggered through the Thursday of finals week. So, while I was grading pretty constantly for about a week and a half, I was never under the big push of having everything needing to be graded in 3-5 days. In fact, if we had not had our internet service go out at my house from Tuesday through Saturday of finals week, it would have gone relatively smoothly overall. That added layer of complication made for a more stressful period, but, outside of those last stressful days, I can’t say it was a bad semester overall.
Now, I am winding down toward Christmas at home. In addition to being selected as Faculty Member of the Year at the end of last spring, I was chosen for the Jack Harvey Academy of Exemplary Teachers this year, which will come in late January. So, it has been an exciting year for honors. I hope also to make it to at least one conference this spring, as i try to get back into the academic side of things for my job. I would like to get back going with continuing education and building my skills rather than just trying to make it from one day to the next. Teaching fewer classes and students will help, as I will be down to just six sections this coming semester, topping out at 180 students, assuming all of my sections fill. I hope for more time with my work and with my family.
We have reached the late points in the semester. With Thanksgiving Break coming quite late this semester, we have 2 1/2 weeks of classes left, followed by finals. The deadline for withdrawing from classes was last Friday, and every semester I am surprised how late in the semester that students are allowed to drop their classes. They can go 12 weeks into the a 15-week semester and drop the class at that point if they want to. I do not know the reasoning behind it, but I can say that I do have my own opinions on what such a deadline does to students. I know one of the reasons for it is to give the students as much leeway to succeed in a class as possible, and, if students used that time for that, I would wholeheartedly support the late drop deadline. However, what I see from the teaching side is that the students who drop at the deadline overwhelmingly were ones who should have dropped after week 4 or 5. That does not mean there aren’t a few who needed that extra time to carry forward and try to get it going over the rest of the semester, but the majority are not in that situation. We are required to put a last date of attendance when we sign drop slips for our students, and the majority of the drop slips that I see are from students who have not participated since September, and they are dropping in November. Again, there are always a couple who are attending and participating all the way up to the deadline, but even for many of these, the writing was already on the wall that they were not going to be successful.
So, what is my point here? Let’s start with the students who should have dropped much earlier. We have an early alert system at my community college, where we send out warnings to students who are falling behind as the semester goes forward. We can send as many or as few early alerts as we choose, and I know some who send none at all, while others have been known to end up sending some students 7-9 alerts over the course of the semester. I send out two alerts, one just after count day, when I am first asked to sit down and officially look over my rosters. At the first point, the alert is very simple, if you have not done any significant work at that point (meaning just a few introductory assignments and a couple of chapter assignments), then I send an early alert. I have not sat down and looked at the numbers, but just on my general remembrance of names, a good number of these will drop the class or not drop and fail. The second alert goes out when I have graded the first round of major assignments, which is usually by the 6th week of the semester. The overlap between the first and second alerts is high, although a few more alerts do go out this second time. I do not send out alerts after that, as the last round of alerts would hit so close to the drop deadline that I generally don’t have time to sit down and do them. However, since 65% of the grade is determined by that point (ie. by the end of last week), there really is no further need for an alert at that point. So, as I said, the majority of students who should drop are fairly obvious by fairly early in the semester. Students who do not complete the early assignments are not likely to continue doing work. Students who do not complete the first round of major assignments are not likely to pass the course. What that means for me, when I look at it, is that the majority of the students who will drop generally should drop somewhere around the 6th to 7th week of the semester. So, giving them 12 weeks only allows them to drag out the semester unnecessarily.
What about the others? There are a few who do drop later in the semester who were not obvious earlier. Some of these are people who were making marginal grades (low Ds and high Fs) after the first round of major grades who do not improve by the second. Others are ones who don’t run into problems until that second round of major grades, where they either drop significantly in their performance or miss some of the assignments. The final group are those who are not making the grade they want to make. We always get a few students who drop because they are looking for an A when they have a C in the class. I guess the question is, are these students worth the longer drop period?
Here is my fear of what the long drop period gives students. They can drag out the decision for far too long, when some should cut their losses and get out once it become obvious that they will not be successful. Of course, it might not be obvious to the students, but it certainly is obvious for me in looking at them. I do not think we are doing them a good service by letting them keep hanging around. What I mean by cutting their losses is that some students would be better dropping a course or two and concentrating on the ones that they can succeed in. If they were to drop one or two early in the semester, they could do better in the classes they remained in. Some might not take advantage of that, and there is the issue that people always hold out hope for success despite the evidence in their faces. The financial aid system also makes this route difficult, as students who drop can lose their aid. Those not on aid lose the money they spent on the class as well, which is something that makes them stay in longer in the hopes they can pull it out.
The question that remains, after this wandering look at the drop deadline as I see it, is, what can we do about this? Certainly, systems like an early alert are a step in the right direction, but I have received very little feedback from students who I send alerts to. It takes a couple of hours to get the alerts together and send them out, and I often wonder if it is worth it, as I see very little direct feedback from the students after sending out the alerts. However, I can certainly say that I did my part to let them know, which is at least one step. I can’t sit down with each of the students in trouble and get them going. This is largely because the students who I would need to sit down with are already not coming to class or participating in my online class and I have no way to get a hold of them besides sending an email (which is what the early alert does anyway).
Of course, then the question is, would things really be any different if the drop deadline was earlier? I don’t know if it would. The same students would probably drop either way. It is certainly not directly hurting anyone to have a later deadline, unless we believe that all students are rational and cut their losses earlier when they would need to by dropping the classes that were not going well early to concentrate on the ones left. I think both psychology and financial aid makes that a difficult prospect. It would make my own job neater and cleaner, as it certainly is nice to have people cleared off of the roster that I no longer have to keep entering 0’s for on every assignments. It’s not that this really takes a significant amount of time, but it does get irritating as the semester goes on. It also leads to lots of lamentations among the faculty, as I cannot count the number of conversations that I have either participated in or heard as we talk about the students who we have given chance after chance to without any real results.
So, maybe I am making too much out of something that is really not a big deal. I don’t know, but it is what is on my mind. What do you think?
This has been a mixed semester so far. I really thought it was going to be a rough one after the first week, which I referenced in my last post. I got everything cleaned up from my first mistake of having the incorrect link up for my classroom, and things have been fairly smooth since then. I always forget from one fall semester to the next how clueless about how to work online many of these students are in their first classes at college. Many students get shuttled into online classes as they work well with any schedule and are often perceived as easier than face-to-face classes. Yet, many have had no experience with online classes and really have trouble in those first weeks of classes. So, I end up doing a lot of technical support and repetition of information to the students as they try to grasp what they need to do. Luckily, by the time you get to the third week, most of that is behind, and the rest of the next couple of weeks is mostly maintaining the course and keeping it going.
What is interesting is how these first weeks are the same every semester. If I could somehow get it through to all of my students, I would set up a couple of things:
- The reaction I get from students who are taking their first online class with me is that my class is complicated and hard to understand. By contrast, any student who is coming into my class from other classes (and often the same students who were confused at first by the end of the semester) comments on how well laid-out and straightforward it is. I wish I could tell those students more directly that they will get used to it.
- Read the course outline. Again, read the course outline. And, read it again. Have a question? Read the course outline. Have a specific question? Look in that section of the course outline and see if I have answered it already.
- If you have a question that you can’t find the answer to, let me know as soon as possible. Do not wait until the second or third week to ask me a question that you had from the first moment in the class. By then, assignments will have come due, and it will be harder to fix things.
- Come by and talk to me if you have any questions. I can show you how everything works, and it often works better to show you how things are done rather than tell you.
You might think, well, why don’t you just say these things. The issue is that I do. In fact, I say them over and over. However, here is an example of what I am up against. Shortly after I wrote my last post, I got an email from a student. He said that some students (including him) were have trouble getting to the correct assignment and I should really tell the students about the problems there. If you will remember from my last post, the issue was that I had two contradictory links on how to access the textbook site in the classroom. I discovered this on Tuesday and corrected it at that point. So, I am getting this email about a week later telling me that I really needed to tell the students about this. As I then pointed out to that student, I had sent out 4 different announcements to students addressing this issue. I had also answered two questions posted in the questions forum in the class about this issue. I had answered about 20 different emails from students about this issue. So, when this student emails me telling me that I had not done anything to inform the students about this problem, I just had nothing left to say. And, this is the problem, no matter how many times I say anything, I can’t say it enough to reach every student.
So, what really is the answer is that I just have to keep my cool and remember that every student is new to this. Their problems are unique to them and they do not have the eight years of online teaching experience behind them. Unfortunately, this is not something I am particularly good with, as I get easily frustrated after dealing with issues over and over everyday. I just have to remind myself over and over about this.
The good thing is, by the third week, this section of troubleshooting and explaining is pretty much done. Some scattered issues with my online classes will come up, I’m sure, but things should be fairly stable until the first set of big assignments are due. I can’t say as much for my hybrid classes, but that will be another post.
It seems like I am always starting blog posts off with an apology for not having written in a while. Since the birth of our daughter 15 months ago, spare time has been harder and harder to come by. However, she is settling down into a good routine, so I hope to do better this semester. I had hoped, after the post in November to be back on track, but shortly after that, we had a major family health issue come up that pushed out non-essential items. Now I think things have settled down, and I hope to be going again with my blog.
So, here we are, with a new semester (three weeks in but, hey, what can you do about that). I have, yet again, been given a double overload in classes, meaning that I am teaching 7 classes this semester for the second semester in a row. I have 4 online sections and 3 hybrid sections. My online sections are running as they always do. I am in roughly the 5th year of my current configuration of my online class, as so they can largely run without much effort on my part. That is one of the truths about online classes, that they are very involved and difficult to get going, but they can run pretty easily once you get them done. However, if you have followed my blog so far, you will see that I am rarely satisfied with how my classes are going. My online class is far overdue for a reworking, and I hope to start thinking about it this summer. I have made some changes over the last 5 years on the margins, moving assignments around and changing a few things here and there. However, I think it’s about time for an overhaul soon. And, the model that I will use for my overhaul are my hybrid classes.
I have started getting my hybrid class really going in the direction that I like. I am in the second year of working with this new hybrid format, and I am adjusting and working with the class as it moves forward. Following what I worked with last, this semester, I have moved into a model of weekly work and a long paper at the end. There are no exams, although I do have some chapter quizzing going on. The big part of the grade (about 45% overall) is discussion based, both online and in-class. Then, to keep the students on track, I have weekly, one-page response papers. I have returned to this model from what I did the first year, because I tried not having response papers last semester, and I found that students did not do the work if I did not hold them directly responsible. So, I am hoping that this semester they will do more of the work I expect them to do outside of class. I don’t have any great desire to grade weekly papers, but I want my students doing the work, and their grades will improve (hopefully).
As I have this hybrid model settled in well, I think I can use a lot of the ideas from this format in my online course. I would like to move beyond the exam model and include a lot more activities and discussions. Right now, the online class is primarily made up of reading lectures and the textbook and taking quizzes and exams. That is exactly the format that I have moved away from in my hybrid class, and I would like to move the online class beyond it as well. I hope that I get it together relatively soon.
Anyway, that’s a good start for the semester. Wish me luck.
It is grading time again. I have a set of projects due at the end of the semester, and I have essay exams as the final. So, I am doing a lot of grading. Luckily, I am a lot more on top of it at this point than I usually am at the end of the semester. I am generally caught up now and will just be grading exams as they come in from this point forward. This is all helped by the fact that I do not leave comments on any final projects/exams, so the grading does go faster. My general philosophy on this is that comments are intended to help the students improve over the course of the semester, and so putting them on at the final project does not help them a whole lot. Plus, as I well remember myself, few will ever go back to look at comments on things turned in at the end of the semester. Also, as I apparently had some students who did not realize until the end that I had been leaving comments all along, perhaps the whole commenting thing is overrated anyway. I always feel like I should leave a lot of comments to justify the grade, and I also use a grading rubric to justify the grade. However, it does appear that most students are just happy getting a number grade that is not too far off from what they were expecting and going with that. Makes you think (or not, in their cases).
This has also been my first semester at my community college to experiment with take-home tests. I was generally pleased with what I got from the students, as I was not sure what I might get at the beginning. Certainly the effort was mixed all the way around, but I certainly feel that I got a good level of effort overall from the students. I also do feel that I got a pretty decent level of actual thought from the students as well, which is better than what I see on a lot of other essays. I think the experiment went pretty well overall.
We also closed on our house last Friday, so we have that to look forward to once we get this semester done. My wife is graduating with her BA at the end of this week, and then I’ll be done with the semester, and she’ll be done with the first part of her schooling. We can then turn our attention to the new house and get going on working on it so that we can move in sometime in June. We are pleased overall with the house and ready to get going.
And, I think that’s it for my short update here.
It is always hard to get going and motivated toward the end of the semester. I’m tired, the students are tired, and everyone is just waiting on the end of the semester to get here. We all can’t wait for it all to be done, and this is always more true of the spring semester than the fall semester. These last couple of lectures are really rough to get through for that very reason, although if the classes can help support me, I can usually make it through them without too much trouble. Monday was a show in what that means. I teach two classes on Monday, one at 9:30am and one at 11am. The contrast between these two classes is stark.
In the 9:30 class, the students are generally good, paying attention and responding to the lecture. I am not the type of person who asks very many questions in lecture, so the response I am talking about is eye contact, nodding, smiling, and that sort of thing. It doesn’t take much of that to keep me going well. If you add in a few questions or comments from the students, then I can make it through a lecture just fine with no problems and some enthusiasm, even at this late date in the semester. The lecture covered roughly the period from 1980-1992, so I talked a lot about Reagan, spent some time on Iran-Contra, discussed the fall of the Soviet Union, played out the Persian Gulf War, and ended with the 1992 election. It is not, admittedly, the most exciting lecture, and I would love to divide it up into at least two lectures to hit some of those topics in more detail. However, it flows pretty well and is not too bad of a lecture. Most students at least find the Iran-Contra explanation to be interesting.
The other class was much different. It is my two-way video class, so I know that the high school students that I connect to will be completely unconnected. I don’t know if they are monitored on that end, but I get the feeling they are only vaguely paying attention, especially by this time in the semester. What was more of a problem was the students in front of me. The class originally had 15 people in it. Two have dropped, so technically there are 13 students in the class. However, on Monday, only 7 showed up, making it a tough class to begin with. Out of those 7, only 2 of the students were actually paying attention to me with any of those visual clues that I mentioned earlier. And even those two were obviously day dreaming by a certain point in the lecture. So, I just lost all interest in it myself. If the students aren’t into it, I can manufacture enthusiasm earlier in the semester, but, by this point, it can be a struggle. I turned into super-fast lecture mode, just spewing out the material, with little regard for the ability of my inattentive class to follow it. And, none of them protested, asked any questions, or even looked up at me. The result was that the lecture that took me about 70 minutes during the 9:30 class was over in 55 minutes in the 11am class.
That is what an uninspiring class can do, and why I just feel that the lecture style is killing me and my students after a certain point. I hope tomorrow will be better, but it was a forgettable day.
Here’s a breakdown of the articles on education I’ve come across recently.
The core of her argument is here: “But the real disruption comes when you stop measuring academic accomplishment in terms of seat time and hours logged, and start measuring it by competency. As all employers know, the average BA doesn’t certify that the degree-holder actually knows anything. It merely certifies that she had the perseverance to pass the required number of courses.” She is projecting a time when everything is going to be overturned. Where it’s not just the point where online courses take the place of face-to-face courses, but where the whole model of how we teach gets overturned. Who knows if she is right that this is going to happen anytime soon or in our lifetime, as revolutions are predicted all the time, but the argument is certainly compelling. Alternatives to the 4-year, sit-down degree have been growing, and at some point, it is easy to see us reaching a point at some time where we have fewer and fewer “traditional” students. Even now, I know that we could fill as many online classes as we could offer at my community college. My history ones always fill in a day or two after they open, and we could keep going. Of course, then there becomes the question of who is going to take the traditional classes if we just have more and more online classes? Right now, we limit the alternatives, forcing most students to take a traditional, face-to-face class. And, right now, there is a distinct population that wants that. However, at some point we are going to stop being able to keep that gate closed, and students will start going to places that offer more flexibility. The other thing that occurs to me on reading the article is that even our most “non-traditional” offering at my community college, the online course, is still strapped into the traditional course calendar. It starts and ends at the same time, and the guidelines we are given have the students not able to work ahead but instead completing the course like a traditional course. Breaking those boundaries will become necessary I think. We should be moving to classes that are self-paced, classes that work outside of a semester schedule, classes that can be completed in 4-, 8-, 12-, 16-, 20-, 24-weeks or whatever. Classes that start at odd times and classes that end at odd times. I can see the day, at some point, where we have rolling enrollment and completion on a student’s schedule. The student registers and starts, finishing up when he or she finishes, with assignments graded as they come in. We create the content, monitor the course, are available for consultation, feedback, and assessment. In other words, the day where a lot more places look like Western Governors University. And, the scary thing is, I don’t think that’s a bad thing.
And, if we are going to move to this more self-paced model, then we need to have better tools to check in on our students as they are doing their work. So, this article’s title certainly seems to go along with that. This is a quite interesting use of Google Docs. He details how to create a spreadsheet to keep track of where students are and what they are doing. As it is shared among all students, everyone can then see whatever common dimension you are looking for. In his case, he was having common reading and having the students post up before each class on how far they had read. That way he knew roughly where all students were, including a class average that gave a decent idea of how far most students were. I could see this used in a lot of different cases for common assignments in a traditional class or with a self-paced class, you have to post up to that in order to keep track of each individual student’s progress as they make their way through a self-paced course. I could see something like this really working well at tracking students on those types of assignments that they do outside of class that don’t have specific end points/assessments (like textbook reading and the like). That gives you another way to check progress rather than just waiting on them to complete a chapter test. The only thing this relies on is the students accurately and honestly recording their progress. I do think this would matter less if you were thinking about a self-paced course than one where it would be embarrassing for a student to show up to class not having read the required reading. With a self-paced course, this tool could also serve to remind the students at regular points that they should be working on some piece of the course.
This article was a bit shorter and lighter on substance than I thought when I posted it up to Evernote to read later. Still, it does cover some of these same ideas that something needs to change, as I think many of us can agree. In this case, Harvard is dealing with the problem that “researchers already know what works to promote deeper thinking and learning and it’s not sitting in lectures, taking tests, and then moving on to the next topic. Instead, students need the opportunity to make meaning of what they’ve learned and apply it to real-world challenges.” I can certainly agree with that. What I don’t buy is the last section, which implicitly tells us to wait for Harvard to make its decision on how we should change things, and then we can all rely on their expertise and change afterwards. I’m not waiting for them, and I don’t think the field is either.
I’ll close today with this one, which goes back to a concern I raised in the first article. “Many students simply want to be lectured to. When I taught the MATLAB course inverted, all of the students were initially uncomfortable with the course design, some vocally so.” Challenging the way things have always been done is going to lead to resistance. The student in a lecture class is in a passive role. Little is asked of that student, and they can just go through and do the minimum and do fine. Show up, take a few notes, and we will consider you to be learning. I hear that all the time from my colleagues (not going to name any names here), that the students they have won’t even take notes in class. I wonder two things about this.
First, is taking notes the thing we are seeing as the highest level of learning? I hear that more than anything else, that if you aren’t lecturing and the students aren’t taking notes, then learning isn’t happening. I go the route where I give all of my students my lecture notes ahead of time, which they are welcome to bring to class or use a laptop/tablet to access in class. I have had a number of students comment positively about that, saying that it allows them to actually pay attention to what is said in class rather than furiously trying to take notes on it. I’m not sure when it happened, but we seem to have elevated taking notes on a heard lecture to the highest form of academic achievement. Yet, I have plenty of students who don’t take any notes who do well and students who take a lot of notes who struggle.
Second, listening to a lecture and taking notes on it is the most passive of activities for a student. It might seem active to watch the pencils flying out there in class, but, at its heart, this exchange requires very little of the student beyond paying attention. There are not a lot of jobs out there where the ability to listen to 75-minute lectures and take notes about them is going to be a regular part of what they are asked to do. Yet, that seems to me to be the primary skill that we ask of the students. And while it is, why would a student want to change it. All they have to be is a listener and a note-taker.
Of course changing out of the model is going to breed resistance. If you told me that instead of sitting and listening to a lecture, I had to actively participate, presenting my opinions, engaging the material, and thinking and doing, I would have resisted as well. I can’t say it a lot better than this author did: “What I think this illustrates is that there is a cultural expectation about how college classes ought to go that is very hard to change. Many students — and faculty! — in higher education are sold on what I called the renters’ model, which is basically transactional. I pay my money and inhabit this space while you take care of my needs, and when I’m done I’ll move on. The inverted classroom is one style of teaching that insists on ownership. There will be some friction when two fundamental conceptions of class time are in such disagreement with each other, no matter how much sense it might make in your content area.” It is something I worry about on a regular basis about making change to my class. The question is, do we let expectations hold us back or do we move forward anyway and try to change those expectations?