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Enhancing students’ sense of responsibility in learning by a weekly reflection activity

Enhancing students’ sense of responsibility in learning by a weekly reflection activity. Problem. Many Furman students believe that a meaningful and successful learning experience depends solely on the instructor. Why shouldn’t they think this way? End of the course evaluation form

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Enhancing students’ sense of responsibility in learning by a weekly reflection activity

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  1. Enhancing students’ sense of responsibility in learning by a weekly reflection activity

  2. Problem • Many Furman students believe that a meaningful and successful learning experience depends solely on the instructor. • Why shouldn’t they think this way? • End of the course evaluation form • Therefore, they don’t always realize that they are responsible for the success of their learning experience. • They think studying and memorizing course content is being responsible.

  3. Problem (on the side) • Some faculty members use these evaluation forms as their guides for course design and to allocate their teaching efforts, for lack of a better course evaluation form.

  4. Goals • An activity to enhance students’ sense of responsibility in learning • An evaluation form that is useful for course design

  5. Hypothesis • Students who are engaged in the “sense of responsibility in learning” enhancing activity will master each lecture topic with greater confidence.

  6. Method • Two sections: one experimental group and one control group • Activity: Students are asked to reflect, not to study, what they have learned on a weekly basis, then answer these two questions: (1) I wish my teacher had spent _______ more minutes on _______ (topic/concept). (2) I think I can be responsible for learning ________ (topic/concept), which is _____ minutes (ideally the same # as Q1) worth of materials, on my own. • They e-mail the answers to their instructor before Monday lecture.

  7. Method • We all know that any task with no points attached or no response provided, students won’t do it. Therefore… • On Monday, or the first lecture of the week, the instructor will give a practice question on the topic/concept students identified as “needing help”. • Also give this question to the students in the control group. • Difference between these groups: one asks for help and one is given help.

  8. Method • Assessment • Identify 10-15 key concepts I want my students to take away with. • “How confident am I if I were to explain this concept to a high school senior/a first year college student/a biology major?” • And other questions

  9. Expected outcomes • Students who reflect more frequently will be more confident in the subject matter. • Instructors can use the results of the assessment for future course design.

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