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The best predictor of how much students will
learn (once you take their preparation and abilities into
account) is probably how much time and attention they invest
in the coursework, especially the homework. That's why
'time on task' is one of Chickering and Gamson's famous
summary of educational research findings, the 'seven
principles of good practice.'
One thing that influences how much time and
attention each student invests is the assignment itself:
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Does the assignment promise an obvious benefit
in preparing that student for something he or she plans
to do, or to be, later in life? (a motive of utility)
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Is the work enjoyable, or dull or
repulsive for that individual? (a motive of pleasure)
Those are two different ideas. The student
might actually be repulsed by the homework
assignment and yet work
hard on it because the student sees success on this
assignment as important for licensure in a profession.
Another assignment might be fun or interesting (e.g.,. a
competitive game; an arts project), drawing the student to
spend considerable time on it, yet (rightly or wrongly) the
student may not expect any return on this investment of time
in his or her later life. Despite the differences, the
student might work hard on both.
This brief workshop introduces two similar
feedback forms that you could use to gather student feedback
on some recent assignments or other course activities.
Goal for using form: learn
something about the course work, and about the students,
that will help you create more attractive assignments
(assignments that will engage all your students more fully)
later in the term, and the next time you offer this course.
Preparing to offer this brief hybrid workshop
for faculty.
Depending on how much time faculty
participants have, this ARQ workshop could include one or
more of the following elements. If time is very limited (5
minutes or less), just do step 2 (perhaps discuss just one
feedback form) and 3.
1. Engagement: Discuss
reasons why students do or don't spend time on homework. You
might talk about avoiding the 'death spiral'. (faculty member assigns
homework, 1/3 of the students don't do it so the faculty
member is persuaded to summarize ideas from that reading
before proceeding, and, as a result, 1/2 the students don't
do the reading before the next class, making it even more
necessary for the faculty member to spend time summarizing
the reading in class...) Discuss features of an assignment that
would attract a student to spend time and attention on it
(or not)
2. Show one or more of these feedback forms.
Faculty can use one or both 'as is' or modify any part of
them. If they are Flashlight Online users, it's easy to make
add copies of these forms to their survey lists. The
questions can also be copied into other online surveys, or
be used in print handouts. Either version is suitable for
campus courses, hybrid courses, or distance learning
courses.
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Version A asks only about homework
assignments, and asks students how much time they spent
on that assignment.
Handout;
Preview of Survey.
-
Version B asks about activities
(homework or in-class activities), and asks students to
describe one thing about that activity which influenced
them to spend more time (or less time) on it.
Handout;
Preview of Survey
-
Version C is the simplest, just asking
how much the student did, or didn't, want to do each
assignment, with a space for comments about the
assignments that were most, and least, engaging.
Handout;
Preview of Survey.
3. Analyzing the data: For
many of us, the goal in teaching a course is to help each
person learn. What turns on many students may leave other
students cold. Your data may indicate that a few students
aren't yet motivated, while many students are working hard.
Look hard at those students who aren't yet motivated; your
data may provide clues about how to get them excited and
engaged, too.
To get some practice in interpreting this kind of feedback,
click here.
4. Sharing it Further:
Before concluding, encourage participants to
'share it further': on the spot, tell colleagues about this
technique by writing an email, a blog, a tweet, or make
a cell phone call to let at least one other person know
something useful you've just learned. If it's an email, copy
the workshop leader. And/or you might participants to
fill out a
feedback form, indicating how likely they are to try
this technique in their own courses and, if they like it,
tell colleagues.
For more on sharing this workshop further,
click here.
Alias for this page:
http://bit.ly/ARQ-engage
- Steve Ehrmann
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