Kathleen Morgan wrote:
>
> Hi Tipsters,
>
> I am in need of some help from some cognitive psychologists and maybe
> some social psychologists (attitude, persuasion, and change folks!)
> For the second time in about 5 years, I have just finished teaching a
> problem-based learning course, in which there was VERY little
> lecturing, and mostly lab and field problem exercises. Throughout
> the course, students and other faculty told me that the course was
> well-loved by students, because of its novel format. Yet once again
> (this happened last time, too), the student evaluations tell a
> totally different story.
>
> In the evaluations, students routinely pan the course (and me) for two reasons:
>
> 1. Because I did not lecture to them and because we did not
> regularly review material from the text, they write that they "did
> not learn" anything in this course. (Of course, their exam scores
> indicate to the contrary, but that does not appear to impact their
> perceptions). That is, the perception appears to be that if I did
> not explicitly "teach," then they did not explicitly learn.
> Therefore, the course was a "total waste," one they would "not
> recommend to anyone else," etc.
>
Kathy, I would be clearer as to your objectives. Were you after
increased knowledge? Skills? "Growth"? What kinds of exams did you
give? If the average was 88%, it sounds like an easy class, (my cut-off
for an A is 88%)so the students don't seem to be dissing the course
because they did poorly. Again, they may feel they learned no facts, no
content, etc., but you may feel that the experiential component was
worthwhile and reflected in the way they thought about or were able to
reflect or write or...?
Don't assume that traditional lecture, or lecture-discussion classes
are sponge-work. Just like I have to be careful not to equate most
cooperative learning classes with just "busy work." ;-)
> 2. The course takes a constructivist view of knowledge.
Is this because of the content of the class or the instructor's
ideology? Either is okay, but can result in different pegagogy.
In doing
> so, it really requires students to be active participants in their
> own learning, and not just passive "sponges." However, this is NOT
> the model they are used to in their other courses, and thus they
> protest mightily about workload. Of COURSE it takes more time and
> work to construct one's own knowledge rather than to passively take
> in knowledge delivered from someone else.
Yes, even in a traditional format (perhaps especially there) the
current generation of students are very passive and not conscientious or
serious about scholarship or active learning--the very components
traditional academics value. They will complain about work, but also
look to see what other colleagues are doing. I am a traditionalist
(well, sort of) but still utilize active learning projects, activities,
and assignments. However, I do not find many students with that kind of
attitude, or appropriate study, learning skills. As a result they do
not do well and they flunk because their lack of initiative and thought
inhibit their mastery of the material. I do not find an average of 88%
ha.
What I am wondering is how
> to make them see the advantages of doing this work over the kind of
> work they might be more familiar with elsewhere. At the moment, I am
> taking a pounding on this aspect of the course.
Again, are you the only one expecting such work from students? Are you
sure the students are 'successful'? It seems strange that students on
exams performed well, but they have no idea that they learned. How was
/ is learning defined for you? I would not immediately put down their
understanding of what it means to learn, but keep open to the
possibility of expanding one's idea of what YOU and they might mean
here.
>
> In sum, I see the route problems as twofold: they are uncomfortable
> with a model for learning that differs a lot from what they are used
> to experiencing, and because of this, they believe that they must not
> be learning anything.
>
> Again, this is the same kind of problem I ran into the last time I
> tried to teach in a constructivist, problem-based manner. I have
> read extensively on this topic, and I promise you I did not craft the
> course without some experience. The problems I am encountering are
> NOT problems in what the students learn (indeed, the final average
> grade in the course was an 88%--a good B+). I am satisfied with what
> they are learning. But THEY are convinced that they worked too hard,
> and that they did not learn anything.
>
> Suggestions for how to affect some change in student perceptions of
> this experience would be greatly appreciated, because I am slated to
> teach a second semester of this same course in the same way next
> semester!
I would make explicit at the beginning what you mean by learning and
mastery of the course material and how your "exams" relate to these
objectives. I would also discuss openly their idea of what it means to
learn. Be careful you do not come across as a cult leader here
;-)proselytizing (sp?) for the latest educational fad (I am sure they
can tell you stories about other faculty in this regard) but explore the
possible convergence of their idea of learning and yours and your
expectations, and then the reasons why you think your activities,
demands, etc., will promote learning according to your criteria AND
theirs. Sorry, I guess you may want a social psych analysis, but I am
close--let's learn more about the context within which you practice?
Just some quick thoughts before i get back to grading, Gary Peterson
>
> Thanks,
> --Kathy Morgan
> Wheaton College
> [EMAIL PROTECTED]
>
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