Will this be on the test?
An Inside Higher Ed blog Demand and Supply By Joshua Kim asks questions we here at PowerProfs have pondered:
“Why do students seem content with a lecture based class system? Why aren’t students asking for creative course projects that use media and multiple intelligences, rather than the traditional end-of-term paper?”
In our research on best practices for teaching evidence-based practice in healthcare, we got a glimpse into some potential answers. When presented with an online course that was student-paced, employed multi-media technology, and required student interaction, one group of students overwhelmingly disliked it and asked for a lecture instead. One comment sums it up, “Just tell us what we need to know to pass the test.” Another group, however, liked the interactive online learning and did not want lectures. The difference? The first group had no previous experience with learning using online interactive technology, instead receiving the vast majority of their educational material via lecture. The second group routinely used interactive, hands-on learning methods both online and in the class.
While this is far from conclusive evidence, it does appear that previous experience plays a role. In other words, learning how to learn in new ways is a key factor. Kim seems to suggest this when describing how we tend to go about creating courses:
“As learning technologists we tend to focus on the supply side of the equation. We try to create a bigger supply of faculty who are equipped with the fundamentals of course design, constructivism, and a basic toolbox of technical skills to design and teach their courses. We put resources, time and energy into the supply of educational technology platforms and tools, and then work to train and support these tools. But we don’t spend much thought or energy on increasing the demand for the courses we wish to see created.
Perhaps focussing on demand is not really feasible. Students are focused on getting through their courses, getting good grades, and leveraging their college degrees for their first job or graduate/professional school. They know how to operate in a lecture based system. Learning to work in the demands of an active learning course is difficult.”
Yes, it is difficult, and some students may not ever develop enthusiasm for active learning. Still, we must try. Educating students on the how and why of learning is at least as important as the content, which will change over time. True, end-of-course surveys may take a hit, but hopefully some students will develop the tools for life-long learning and thank us later. Full disclosure: it is much easier for me to write that last statement now that I have tenure.
