Students bypass the syllabus to utilize alternate LMS locations for assignment deadlines.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2024-09-01 Epub Date: 2024-06-06 DOI:10.1152/advan.00004.2024
Savannah Lopez, Allison Pham, Jeremy L Hsu, Patricia A Halpin
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引用次数: 0

Abstract

The syllabus is a required document for all courses to provide students with course information, policies, and assignment deadlines. The goals of this study were to investigate students' perception of the role of the syllabus, preferred location of assignment deadlines, and preferred style of receiving deadline notifications. Faculty (n = 14) and students (n = 324) from community colleges through professional schools were invited to participate and complete a survey. We used a mixed-method design of survey questions, and the results demonstrated that students defined a syllabus as both a contract and a learning tool and that it should be flexible. Students ranked assignment deadlines as the most important part of the syllabus, yet a follow-up question indicated that most referred to four distinct locations in their learning management system (LMS) to find these deadlines. Although students preferred to receive deadline notifications on their smartphones, they also wanted to be reminded by faculty in class. This study helps faculty to obtain a glimpse of current student practices. We recommend that faculty communicate with students the role and expected use of the syllabus in their course while emphasizing its use to identify deadlines. This renewed practice will be time well spent to avoid student confusion and missed deadlines.NEW & NOTEWORTHY With the adoption of learning management systems (LMSs), students may no longer rely on the syllabus to locate or confirm assignment deadlines and instead rely on various LMS locations, which may not be accurate. We suggest that faculty consider taking the time to review the role and use of the syllabus on the first day of class to ensure that students know where to access current assignment deadlines to avoid confusion and missed deadlines.

学生绕过教学大纲,利用 LMS 的其他位置来完成截止日期前的作业。
教学大纲是所有课程的必备文件,为学生提供课程信息、政策和作业截止日期。本研究旨在调查学生对教学大纲作用的看法、作业截止日期的首选位置以及接收截止日期通知的方式。从社区学院到职业学校的教师(人数=14)和学生(人数=324)受邀参与并完成了一项调查。我们采用混合方法设计调查问题,结果表明,学生将教学大纲定义为合同和学习工具,教学大纲应具有灵活性。学生将作业截止日期列为教学大纲中最重要的部分,但后续问题显示,大多数学生都会在学习管理系统(LMS)中的四个不同位置找到这些截止日期。虽然学生更喜欢在智能手机上接收截止日期通知,但他们也希望教师在课堂上提醒他们。这项研究有助于教师了解学生目前的做法。我们建议教师与学生交流教学大纲在课程中的作用和预期用途,同时强调使用教学大纲来确定截止日期。这种新的做法将有效避免学生的困惑和错过最后期限。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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