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Monday, September 28, 2015

Why Policies Fail to Promote Better Learning Decisions by Lolita Paff, PhD

Photo:Dr. Lolita A Paff

Lolita Paff, associate professor of business and economics at Penn State Berks and is chair of the 2016 Teaching Professor Conference reports, "Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Most institutions recommend teachers spell out consequences in their syllabi. Some schools employ institution-wide policies for certain behaviors like academic dishonesty. If policies are supposed to prevent these unproductive behaviors, why do students still engage in them? Are there reasons why policies don’t work?"
Photo: Faculty Focus

Policies don’t teach students why these behaviors hurt their effort to learn.  
Despite extensive evidence to the contrary, many students believe their learning is unaffected by technology distractions. “No screens” policies are aimed, at least in part, to minimize distractions that hurt learning (their own and peers’). But policies aren’t nearly as powerful as an activity that demonstrates the effects of distraction.
Split the class into two groups. One is allowed to text; the other turns phones off. After the lecture, students complete a short quiz. Ellis, Daniels, and Jauregui (2010) report students in the phones off group score significantly higher. Differences in points or scores will grab students’ attention and are more likely to get them thinking about their mobile technology use in and out of class than a “no screens” policy.

Policies tend to be reactive, not proactive. 
A student engages in a behavior that isn’t addressed in the syllabus. A common reaction is to add a new policy or rewrite the existing one for the following term. The syllabus grows by a few lines. But the new policy assumes future students will behave the same way. Different students may behave in different ways, again, not covered in the policy. And the student whose negative learning behavior precipitated the new policy may not be in future courses. Has the new policy accomplished anything for that student?
Sometimes these behaviors are one-offs. No policy fix is necessary. Generally, a “new” negative learning behavior would be more effectively addressed if the teacher talked with the student individually or thought about what may have caused the behavior, and then identified strategies to prevent it. Adding or editing policies is a quick fix, but not one that advances student learning.

Policies that attempt to cover every possible scenario encourage loophole finding. 
(Think IRS tax code.) The focus is on grades, lost points, and consequences, instead of on learning and the learner. Highly punitive policies may encourage fraudulent excuse-making. Meanwhile, inflexible policies often have an implied message that’s probably unintentional: “I don’t care what is going on in your life. This is the rule. Deal with it.”
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Source: Faculty Focus

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