Students walking out of lectures!

I go to lectures however there have been times where I ask myself, why did I come. The lecturer reads word for word from the PowerPoint and adds very little extra content. Then there are the lecturers that are so boring you almost nod off. Another reason, for not attending is when assignments are due. This semester I had 5 things due in week 10. Fortunately, I had some very understanding convenors that gave extensions and then others that didnt. I think lecturers need to get out into the real world more and try and understand the stresses of their students. Most of them need a reality check!

 

Craig Deed | September 05, 2007

I RECENTLY complained to colleagues about declining student attendance at my lectures.

In response, one senior lecturer commented that 300 students in his first lecture in February had gradually eroded to 17 by late May. This made me think that we have to work out the possible reasons influencing student learning behaviour. I have spoken to many students over the last couple of years about why they will or won't go to lectures.

Firstly, students tend to be judgmental about what they see as the value of a lecture. In other words, what is the point? In education the students see the practical school-based placement as very helpful, yet a lot of the lectures as less so. Can we trust student ideas about what they do and don't need to know? As Don Rumsfeld said: "But there are also unknown unknowns. The ones we don't know we don't know". Perhaps students focus on the known knowns. Is going to the lecture more important than sleeping in? Is it more important than my job?

Second, even if the lecture is judged to be helpful, then is it worth the time and effort? What is the worst thing that can happen if I just don't turn up? What if I make the effort but the lecture is cancelled? Really, can I be bothered at all? I mean, what do I get out of this? It is certainly deemed worth the effort if the lecture material correlates with the exam questions.

Some students want to understand. They are thinking about how they can use or apply this new knowledge. They not only attend, but after the lecture they badger you with questions!

Then there's another very small group. These are the students who are sort of interested in what is being said. Such well-mannered students don't seem to have children, or jobs, or other priorities, and they don't even own mobile phones or MP3-players. They are not busy and their lives are in order. They politely sit and listen and nod at salient moments.

Strategic choices about attendance are made because students have control over their learning. We want them to be independent learners but we also want them to make choices that validate our teaching.

Perhaps I should applaud those students who do make an effort to attend even if my lecturing is sometimes less purposeful, or useful, or dramatic, or as good as some students think it could be.

Craig Deed is a lecturer in learning theory at La Trobe University