Reimagining Homework Challenges in Higher Education: Strategies for Instructional Design
Assignments beyond the classroom have long posed challenges. However, recent developments have made it even more complex for educators to motivate students to complete them. A growing number of college instructors report that students are prioritizing mental wellbeing, grappling with deadlines, and questioning the value of assignments.
Disruptions from the pandemic have left a mark on today’s college cohort, many of whom spent crucial learning years online. Such virtual learning environments often lacked the structure of firm deadlines or rigorous grading, leading to difficulties in classroom participation and focus. Moreover, increasing mental health concerns among students have amplified this issue, with some experts pointing to social media’s pervasive influence.
Compounding these challenges, the emergence of AI tools like ChatGPT offers unprecedented, discreet opportunities for students to bypass traditional assignments. These converging elements create a challenging landscape for homework engagement, as noted by Jenae Cohn, executive director of the Center for Teaching and Learning at UC Berkeley.
Instead of critiquing this generation’s learning habits, experts recommend a transformative approach to assignment strategies. The focus should be on teaching foundational study skills that may have been missed before college, significantly aiding in student success.
Cultivating Purpose
Sarah Z. Johnson, an esteemed instructor at Madison College, observes a decreased tolerance for repetitive tasks perceived as mere busywork among her students. Students are often unconvinced of an assignment’s relevance unless explicitly linked to future work and skill-building, she notes.
Jessie Beckett from Radford University shares similar insights, emphasizing that students, while prioritizing mental health, need to learn balancing self-care with academic responsibilities. Beckett argues for the necessity of transparency regarding the significance and outcomes of assignments, to facilitate better understanding and appreciation.
Lily Martens, a Madison College student, recalls meaningful projects, such as environmental observations, which felt more enriching than traditional textbook exercises. Assignments with real-world application and hands-on engagement provide a more motivating learning experience, she reflects.
Integrating demonstrable relevance into assignments can deepen student commitment, says Darren Minarik of Radford University. By bridging homework goals with academic and future career objectives, students can see the value and purpose in their assignments.
Addressing Bad Habits
Missed deadlines, often a legacy of the flexible pandemic era, pose another issue. Amanda Flint of Madison College now incorporates incremental deadlines to instill better time management skills among students. Additionally, she adopts a flexible ‘late pass’ system, ensuring accountability paired with understanding.
Flint’s method provides structured leniency, encouraging strategic planning without compromising on academic discipline.
Johnson has also observed an increase in students abandoning assignments they find challenging. Students unfamiliar with difficult content, like Chaucer’s works, may perceive difficulty as failure, and consequently disengage.
Minarik advises scaffolding assignments to guide students through complex concepts, gradually building their confidence and skills. This, along with active, engaging instructional practices led by passionate educators, can ignite interest even in hesitant learners, as Martens attests in her narrative of unexpectedly enjoying essay writing.
The future of effective homework practices in eLearning will depend on such innovative strategies that advocate student-centered approaches and facilitate meaningful learning experiences.
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