For this assignment, Eunice and I aim to find out what are the problems surrounding NUS students’ learning experience in the Lecture Theatres (LTs), and what are the possible solutions to help improve the learning experience so as to make the LTs a more conducive place for learning.
Firstly, I shall define what is learning experience in this case. Learning Experience in LTs is not in the product (LT) itself but in the interactions inherent in an LT learning situation. This could include the students’ interaction with their classmates, the physical environment, the lecturers as well as the influence of time factors. So we shall divide our study into the following areas: human behavior (students and lecturers), time factors and environmental factors. We have decided to conduct an ethnographic study which involves observations of several lectures in progress in different LTs, as well as drawing on observations from previous semesters, since we have studied in NUS for three years. This is because observations of student and lecturer behaviour can help gain insights into what affects their learning experience, which generally stem from the three factors I have mentioned above.
Human Behaviour
Students’ Behaviour
1. Seating behaviour
Students generally tend to like to sit at the back of the LT furthest from the lecturer, and at the sides/end of the row of seats.
Possible reasons for sitting at the back are:
1) to “avoid” the close attention of the lecturer (such as being asked questions) and
2) to be better able to engage in other non-learning related behaviours (such as SMSing or playing games on their laptops) without being spotted.
It is a problem because:
1) it is counter-productive to learning,
2) students at the back tend to make more noise than those in front which can be disturbing to their classmates and
3) students who come late have to go towards the front of the LT to find seats, which can be distracting to seated classmates behind them.
Possible reasons for sitting at the ends of each row are because:
1) students are lazy to move to the centre of the row,
2) it is more convenient for them to move in or out of their rows (to go to the toilet, for example), and
3) it can perhaps to make it easier for their late-coming friends to spot them. Reserving seats at the sides for friends is also very common.
It is a problem because:
1) it is frustrating for students who come later and try to find seats,
2) there are occasional spilt drinks and upended pencil cases if students are not careful, and
3) for smaller LTs, such problems are more pronounced with less room in between rows.
2. Late-coming
Students are rarely in time for lectures, and most latecomers are observed to arrive between the start of lecture and 30 minutes after that.
Possible reasons for late-coming include:
1) Students taking their time to travel from other classes, project discussions etc. This is especially so if their previous class/meeting takes place in a different faculty or it ends behind schedule.
2) Their inability to wake up early for morning classes (related to time factor. See below)
3) Students’ late-coming bad habits. Some students do not make punctuality for classes a priority, so they take their own sweet time to come for class.
It is a problem because:
1) Latecomers’ movements and creaking of doors (also an environmental factor) could pose a distraction to students already in the LTs
2) The latecomers’ learning experience could also be affected. This is because they tend to miss out on important announcements being made at the start of lecture. Thus, they can be heard asking their friends for updates, adding to the chatter.
3. Absence from Lectures
It is observed that attendances for lectures are generally high at the start and end of the semester (particularly the last lecture, when exam tips are usually dispensed), while it tends to start to dwindle towards the middle of semester. There will be more absentees if the lecture is webcasted.
Possible reasons for absence include:
1) Attendance for lectures may not be taken. Hence since attendance usually counts towards the final grade (under “participation marks”), the lack of attendance taking for lectures makes it less compelling for students to turn up.
2) Students may not think it is important to attend all the lectures since they may choose to just refer to the lecture notes/readings and spend the time doing other things like project work (which are counted towards the final grade).
3) Lectures with webcast can be accessed from the comfort of home. Hence there is no apparent need to turn up physically.
It is a problem because:
1) Absentees from non-webcasted lectures may miss out on explanations of key facts/concepts and may be ignorant of important announcements. This could affect their performance for the module.
2) Their engagement with the content of the lectures is therefore reduced. This is because they could have missed out on opportunities to ask questions during lecture to clarify their doubts.
4. Passivity/Fear to Speak Up
We observed that most students fall silent when asked questions by the lecturer. These questions could be possible responses to discussion topics or opportunities to clarify any doubts. Such unresponsiveness persists even after the lecturer calls out names of students and repeatedly prompts them to answer.
Possible reasons for passivity include:
1) Asian mentality due to our relatively conservative culture. Asian culture tends to encourage passivity and compliance to our elders rather than speaking our minds and engaging in debate.
2) Learning mentality influenced by teaching methods in primary and secondary schools. These schools tend to teach content-heavy subjects that encourage rote-learning and memorization rather than active debate. Hence, students carry this learning mentality over to the universities.
3) Students’ fear of being laughed at or ridiculed by their classmates if they give “stupid” or incorrect answers. Again this is partially due to the Asian mentality causing many students not to be “thick-skinned” enough to dare to say anything remotely controversial in public and thus potentially losing “face”.
It is a problem because:
1) Students’ learning experience can be dampened as they do not actively engage in the subject matter. This is mainly due to them possibly keeping their unvoiced doubts to themselves.
2) Such passive behaviour tends to be “contagious”. . If one student does not speak up, no one else would, thus spreading a mentality of inhibition that could constrain their learning experience.
5. Noise-making by students
Students tend to make the most noise when important announcements are being made, as the time for a break approaches and towards the end of the lecture.
Possible reasons for noise-making include:
1) Students tend to ask their friends questions regarding these announcements rather than the lecturer himself (again attributable to the “fear to speak up” mentality)
2) Students anticipating a break tend to get more restless as they are looking forward to it
3) Students start packing their bags and slamming their books even before the lecturer finishes the last slide, perhaps to prepare to rush for their next class.
It is a problem because:
1) The additional noise can be disturbing and distracting for other students.
2) This can possibly result in missed details, which can include the lecturer’s explanation of complex facts and concepts, as well as announcements. The noise-making students and their classmates cannot absorb the lecturer’s elaboration of announcements and concepts due to unnecessary distraction.
Lecturer’s Behaviour
1. Lecturer’s delivery style
Many lecturers just drone on in a monotonous voice. They do not attempt to make their lessons more interactive. Their slides also contain just chunks of text with few pictures and videos.
It is a problem because:
1) It could be boring for students to listen to them for two hours
2) This often results in many students nodding off or becoming restless.
2. Lecture Notes
Some lecturers provide lecture notes only after the lecture and not before. This is not a popular move with students. Many lecturers eventually relent in giving students the lecture slides before the lecture after students email them to “complain” about not having anything to refer to during the lecture.
It is a problem because:
1) Students do not have much to refer to when it comes to following the lecture
2) This potentially makes them feel “lost” and less likely to digest what the lecturer is saying.
3. Guest Lecturers
Guest lecturers are usually outsiders from related industries, hence they may not lecture in a manner that sufficiently engages students as they may have little formal training in teaching. Students tend to shun guest lectures with attendance observed as being lower than usual unless the guest is a celebrity or famous corporate figure.
It is a problem because:
1) The students may not be able to relate what the guest lecturers are saying to their course material
2) Thus they do not feel that it is important to attend or pay attention.
Time Factor
1. Early Lectures (8am – 10am)
More latecomers and sleepy students are observed. Problem: The early time makes it harder to concentrate on the lecture.
2. Late Lectures (6pm-8pm)
Students are generally tired after a long day and are hoping the lecture will end soon to go for dinner. Problem: This may make them pay lesser attention during the lecture.
Environmental Factors
1. Front Door
Students come in by the front door when the lecture has started. Sometimes, people occasionally peep into the little transparent window of the lecture theatre door. Problem: It is distracting for students trying to concentrate.
2. Seats
Spoilt chairs are occasionally spotted. Also, the front few seats are usually unoccupied. Problem: Seats in LT are not fully utilized as these seats give an inferior learning experience.
3. Table (attached to LT seats)
1) It is too small.
Problem: Things are observed falling off occasionally
2) It is located at the right of the seat.
Problem: Harder for left-handers to write on it
4. Air-conditioning
Air-con temperature may be too cold.
Problem: The coldness is not conducive for learning
5. Look of LT
Some LTs look new while others look run-down.
Problem: Old LTs may appear to be less cosy and less conducive for learning because of the relatively low visceral quality it exudes
6. Sound level (sound system)
1) Lecturer’s voice may be projected too loudly through the sound system.
Problem: Uncomfortable for the ears
2) Or it may be too soft
Problems:
a) Lecturer’s voice hard to hear
b) Students’ talking may be more audible instead
7. Lighting
Lights are dimmed for better contrast of the screen (especially if video clips are being shown).
Problem: Dim lights may make students more sleepy
8. Seats Layout
Space between rows of seats is limited.
Problem: Students have to make way for people going to the middle seats, causing disruption to their learning
Cultural Solutions
1. Seating Behaviour
1) Have students sit at the front and in the middle of the rows. A possible way to encourage them to do so is for the lecturer to target those sitting right at the back first when asking questions.
2) Have tutors and teaching assistants sit at the back to monitor and warn students engaging in distracting behaviour
3) Penalize students who regularly engage in such behavior. For example, marks can be deducted from these students’ CA.
2. Late-coming
1) Take attendance during the first 15 minute of lecture
2) Encourage the early students to sit in front. This is so that their late-coming classmates can sit at the back.
3) Play interesting video clips at the start of lecture where applicable. This is to encourage students to arrive punctually.
3. Absence from Lectures
1) Mark attendance during lecture
2) Webcast all lectures. This is so that students can still “attend” lectures at their own time.
3) Leave blanks in the lecture notes for students to fill in. This way, students are more likely to attend lectures as they do not want to “miss out” on important details in their lecture notes.
4) Make students do graded reaction papers. This practice is commonplace in some NM modules such as NM1101E. These reaction papers can also be used to mark attendance.
4. Passivity/Fear to Speak Up
1) Emphasize that there is no right or wrong answers and that “stupid” questions are those that are not asked, so as to make it less intimidating for students to speak up
2) Students should be reminded to respect their classmates’ opinions. They should be warned not to laugh at them or aim personal attacks at those who speak up.
3) Give small rewards for lecture participation. This can be food items such as biscuits or chocolate bars. One innovative method practiced occasionally by one CNM lecturer is to randomly throw a packet of biscuits into the audience and the one who catches it can keep it but has to answer the question.
5. Noise-making by Students
1) Have students seek clarification from the lecturer when they have doubts regarding announcements, concepts etc. This is not only to minimize chatter among students, but also benefit other students’ learning experience since they may have the same doubts too.
2) Give about 2 breaks per lecture, with each lasting about five minutes each. This is so that the students will not feel so restless about having to listen for the lecturer for an hour before they have their break.
3) End the lecture five minutes earlier than usual. This is to give the students more time to travel to other classes for lessons, so they need not rush to pack their bags towards the end of lecture.
6. Lecturer’s delivery style
1) Lecturer can engage students more actively in the learning process. This can be achieved by asking thought-provoking questions and initiate small group discussions.
2) They can incorporate more multi-media in their slides such as images, sound, animations and video clips in their slides to sustain students’ interest.
3) They should trim the amount of words in their slides, just important points.
7. Lecture Notes
Provide lecture notes before the lecture.
8. Guest Lecturers
1) Lecturer should explain how the guest lecturers’ speech relates to the course material. He can even use points raised by them as examples that students can use to answer exam questions.
2) Guest lecturer could perhaps lecture for about one hour only. The regular lecturer can take over after the break and continue with the course proper.
3) Invite more “famous” guest lecturers where applicable. For example, one of our past semester modules invited Royston Tan to discuss his experiences in the local film-making industry.
9. Lecture Timeslots (Early/Late Classes)
Timetable committee should try to avoid planning for early/late lecture slots as much as possible (especially for large classes).
Technological Solutions
1. Front Door
1) Students who are late should try to come in quietly by the back door to minimize disruption
2) Oil the doors so they creak less
2. Seats
1) Faulty chairs to be replaced
2) Checks can be done regularly for faulty equipment. Or more efficiently, students can help to report on faulty equipment in the LT.
3. Tables (attached to LT seats)
Make bigger table for each seat in the LT so as to provide more comfort and space for note-taking.
4. Air-conditioning
1) Tweak the air-con temperature of the LT where possible
2) Otherwise, students can bring their own jackets etc. to keep themselves warm.
5. Look of LT
Refurbish the older LTs where possible. Design of LTs should include carpeted floors, comfortable chairs and a pleasant colour scheme to contribute to a more cosy ambience that is viscerally conducive to learning.
6. Sound level (sound system)
1) Lecturer to make sure sound system is functioning properly
2) Technicians to conduct regular checks
7. Lighting
Lighting should be kept at appropriate level at all times. Lights should not be dimmed when lecturer is not showing video clips, except perhaps the front-most light to ensure the text on screen is visible.
8. Seats Layout
1) Install shorter rows of seats with gaps in between every 5-10 seats or so. This is so that students do not have a hard time to get to the seats in the middle since they can enter through these gaps
2) Widen space in between rows to provide more comfortable leg room/space for bags.
Conclusion
From our ethnographic study, we can conclude that not all of the problems can be solved by the solutions we proposed. Instead, the onus should be on the students to do their part to pay attention and be considerate to their classmates. This is essential for their learning experience to be enhanced.
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