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Findings on the ‘traditional lecture’ format – perfect timing!
I seem to be reading more and more reports on the need to retain lectures as a form of teaching, as it is claimed to ensure students are more engaged and committed to their studies when this method is used. Well, these findings have come to my attention just as I am testing online technologies to replace the ‘traditional’ lecture, via Collaborate on the new Waterside campus. Collaborate is a tool in Blackboard which opens an online classroom for students to join, listen to the lecture and see slides or other media, while also being able to pose questions via a chat function.
On the face of it, not so different, just the physical world replicated in the real world, right? Well, I will reserve judgement as I am still coming to grips with what this technology can do, I am aware younger generations of students may embrace this, and the reality is, it is the only forum I have to offer teaching to large numbers of students. I suspect student experiences are mixed, I know some really like it, some are not so keen, so again, not so different to lectures? The article in the times suggests that students are less likely to drop out if they are taught via lectures and have perceptions of good one-to-one contact with staff. Some more interesting issues were raised from replies in the tweet about the story, raising questions about the need to focus on quality, not method, that many universities are playing catch up with new teaching technologies and that this needs to be better understood from social and cultural perspectives. I think it is also worth picking up on perceptions of students, along with their expectations of higher education and remember, they must develop as independent learners. The setting in this respect would not seem to matter, it is the delivery, the level of effort put in to engage students and reinforcing the message that their learning is as much their responsibility as ours.
There is certainly a lot to grapple with, and for me, just starting out with this new technology, I myself feel there is much to learn and I am keeping an open mind. I do feel there are aspects of traditional teaching which must be retained and this can be done via group seminars, with smaller numbers and an opportunity for discussion, debate and student-led learning. If we see the lecture as the foundation for learning, then perhaps its method of delivery is less important. Given the online provision I must use for lectures, during seminars, I step away from the powerpoint and use the time I have with students in a more interactive way. For those modules where I don’t use online lectures, not much has changed on the new campus, but I am always keen to see how online teaching methods could be adopted – and I am prepared to use them if I genuinely can see their value.
It would be easy to offer only critique of this technology, and I think it is also important not to see it as an answer to the perennial problems with lack of engagement and focus many lecturers experience from mid term onwards. Perhaps online provision can at least overcome barriers to attendance for commuting students, those who feel intimidated in large lecture halls, and those who simply find they don’t engage with the material in this setting. At a time when some courses attract high numbers of students, and the reality of having lectures with 150+ students in a room means potential for noise disruption, lack of focus and interaction then maybe online provision can offer a meaningful alternative. There is provision for some interaction, time can be set aside for this, students can join in without worrying about disruption or not being able to hear the lecturer and it removes the need for lecturers to discipline disruptive behaviour. It does require some level of ‘policing’ and monitoring, but the settings can enable this. Having done lectures with 100 plus students, it is not something I miss – I’ve always preferred smaller seminar group teaching and so I can see how online provision can be a better support for this.
Currently, I use the online session as a form of recap and review, with some additional content for students. This is in part due the timing of the session and I am sure it can work equally as well as preparation for seminars. Students can then use the time to clarify anything they don’t understand and it reinforces themes and issues covered in seminars as well as introducing news ways to examine various topics. As with any innovation, this needs more research from across the board of disciplines and research approaches. In order to move such innovation on from ‘trial and error’ and simply hoping for the best, as with any policy we need to know what works, when it works and why. Therefore, along with my colleagues, I will persist and keep a watchful eye on the work of pedagogic experts out there who are examining this. There have been the inevitable issues with wifi not supporting connectivity – I can’t believe I just used this sentence about my teaching, but there it is. I am optimistic these issues will be overcome, and in the meantime, I always have a plan B – relying on technology is never a good plan (hence the featured image for this blog), but this is perhaps something to reflect on for another day.
How to stay motivated in a de-motivating environment
I’m afraid to say that this week’s entry lacks both criminological insight and positivity but in the absence of a more engaging and topical issue to debate I offer a reflective piece on staying motivated in a de-motivating environment.
Working in academia can be challenging, it’s certainly not a place to work if you have no passion for learning and engaging in healthy debate but of late I’ve found myself asking why I bother. We all know people who hate their jobs, who live for that Friday night escape and the freedom that a weekend affords and I’m thankful for the fact that I don’t feel that way…or I haven’t until recently. I’ve never hated Monday’s, possibly because academia doesn’t work on a 9 – 5, Monday to Friday basis but still, what I do has not felt like a chore until now. This term, as classroom engagement and attendance has dropped so too has my motivation and with each new pressure, training course, despondent student, stressed colleague and pointless meeting I’ve found myself wondering why I continue to hit my head against a brick wall. The future currently facing me and my colleagues is not one full of hope and prosperity but rather increased classroom time, even less hours in a day, increased pressure from those who have no understanding of what we actually do, more paperwork, more blame when things don’t work and even less time with those we love. This isn’t what any of us signed up for and it certainly isn’t enhancing our careers. So, what are my options and how do I stay motivated in this de-motivating environment?
I suppose the first thing to consider is whether or not I want to stay in this environment, I could simply walk away and do something else but deep down I know that my passion lies in this type of work so this isn’t a feasible option. I could change university but is the grass really greener on the other side? We are all acutely aware of the difficulties facing the sector and there is no shortage of stories in the news about campus closures and staff redundancies, not to mention the increasingly competitive nature of the job that demands more and more of us as researchers and income generators, so maybe the challenges we face pale in comparison to our colleagues’ experiences elsewhere. In eliminating these options I’m forced to look inward for organisational support mechanisms which take the form of courses such as ‘SMART working’, ‘Personal Effectiveness’ and ‘thriving in a changing environment’. However, while these options appear on the surface to be supportive they focus on us changing as individuals without any recognition of institutional pressures that we have no control over, such as staffing or resources. Don’t get me wrong, I’m not against self-help approaches but in reality, it doesn’t matter how SMART or effective I am as a worker, there are only so many hours in a day and only so much I, or my colleagues can do without the very real danger of burnout. As such I’m left with only one, rather sad option and that is to embrace my selfish side and withdraw from anything which is not a contractual necessity. In practice this means the students will no longer get the above and beyond support they have come to expect, the university will no longer get my enthusiasm for helping to shape future policy and practice, and my colleagues will lose an active member of the team. In theory, I shouldn’t care about the impact that this might have on others, but in reality it pains me to think that this might be the only way to survive in the de-motivating environment.