New technology continues to emerge and influence the classroom learning environment. Students now have immediate and unlimited access to digital content, resources, and databases. To capitalize on the wealth of available Internet resources, many educators are joining the Bring Your Own Device (BYOD) initiative, which encourages students to use their own personal electronic devices (smartphones, tablets) during class time to augment and support learning. For example, students search for definitions and websites that enhance the course topic being discussed. Or students (as a class or in small groups) use online resources to solve a posted scenario.
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Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in addition to inappropriate, rude, offensive, or bullying behaviors, Schmidt considers behaviors such as academic dishonesty, over-participation or domination and under-participation to be forms of incivility. In an interview with Online Classroom, she offered the following advice on how to reduce incivility with a proactive stance and how to address it when it does occur:
People text almost everywhere nowadays, and so it shouldn’t surprise us that students are doing it in class. In this study of almost 300 marketing majors at two different universities, 98 percent reported that they texted during class. They reported receiving just about as many texts as they sent. Perhaps most troubling in these findings were students’ attitudes about texting. Here’s a sample:
Are we old fuddy-duddies when we ask (demand) students to put away their cell phones in the classroom or clinical areas? Students tell me this is just the way it is now, but I disagree. I teach courses in health sciences. Students practice in the hospitals, interacting with and caring for real patients. My colleagues and I have found students with their phones in their pockets, in their socks, and in their waist bands in order to have access to their precious smart phones but still hide them from instructors. We have found students sitting on stools texting while the hospital preceptors did the work. Some students are one phone call or text away from dismissal from the program before they stop using cell phones in classroom or clinical setting. What is the answer to this problem? Are faculty members being too demanding by placing cell phone restrictions in syllabi or clinical handbooks?
Fall semester is well underway at my institution. Prior to classes starting I had the opportunity to have lunch with a couple of fellow faculty members. During our lunch, we discussed many topics related to the upcoming term, but classroom management emerged as a common point of contention.
Students can and do regularly disrupt the classroom. Sometimes they are openly hostile, challenging the teacher’s authority and objecting to course requirements and classroom policies. More often, the conflict grows out of their inattentiveness and passivity. They arrive late, leave early, talk during class, and don’t even bother to hide their boredom.
Communication educators have taken a well-known typology of power and applied it to teachers. According to this theory-based schematic, individuals exert influence over other individuals based on five different sources of power.
One of the most challenging tasks instructors face is keeping students engaged. Building Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.