I find it challenging to identify a suitable student workload for some of my courses in particular because some students are very keen to learn a lot about a particular topic/s while others are just trying to do whatever it takes to get through, what seems to be a ‘c’s get degree’s’ type attitude. So, in some instances I may be guilty of giving particular students too much information.
Perhaps I need to make it absolutely clear to students what is expected of them so as to cater for those motivated to ‘get by’ while also providing suitable information, links, resources etc for those who ‘want to know everything’.
I need to take heed of Lockwood’s suggestion that “more is not better”
and take more of a quality approach in regards to the sources of information I would like students to review.
Readability of resources is another important factor which can enhance or hinder the learning of my students. At the OISA we have an often challenging intake of students in terms of their level of academic experience. For example, in one of my courses I’ve had former Masters level students studying alongside students who have not completed high school. How can I challenge each of these sets of students while at the same time keep them interested in the material?
One way to cater to the needs of such a diverse array of students is to make students aware of a variety of learning resources enabling them to use those that are best suited to their level of understanding. Such resources will…hopefully, enable students to push their own boundaries, while feeling competent and confident in the learning environment.