Around an image of Yoda’s face, block letters urge, “Read
the syllabus you must.” This meme represents a common complaint among college
instructors, particularly those who teach online classes: that students do not follow
syllabus instructions. In many on-campus classes, instructors devote at least
several minutes of the first class to reviewing the syllabus. Such a review,
however, is much less common in online courses. The instructor may encourage
students to read the syllabus in an introductory message, but most of the time the
course plunges directly into teaching content rather than devoting time up front
to orientation and logistics.
Once the course gets going, the online instructor often
learns that many students did not read the syllabus, get the most salient
information out of it, or retain what they read. Students do not follow
directions or are caught off guard by grading policies. Sometimes this is a
result of students not knowing how to find the syllabus. Even when they read
the syllabus, there is no face-to-face class at which students can ask
clarifying questions about it. They either forget the question or assume they
will understand it once they get into the course content. Some students may not
know what questions to ask or even that they are doing something wrong until
they make a mistake or get an unexpected bad grade.
For these reasons it is useful for online instructors to
adopt a strategy for not only encouraging students to read the syllabus but also
walking them through its main points and assessing their comprehension. One
simple way to ensure student comprehension of key syllabus information is to
make the first assignment of the course a quick, multiple-choice quiz that asks
basic questions about the syllabus.
I begin by asking students to print out a hard copy of the
syllabus. Printing out the syllabus not only makes it easier for students to
find the answers to the quiz but also ensures that they have the physical
document available to refer to throughout the semester. Then I ask five
questions that are easy to answer for students who are looking at the syllabus.
These questions direct students’ attention to important class information while
also familiarizing them with the layout of the syllabus, enabling them to
locate answers to other questions they may have over the course of the
semester.
From semester to semester, I modify the five questions or
add other ones depending on which aspects of the syllabus are most important
for the course. Typically, the five multiple-choice questions look something
like this:
- When is the first assignment due?
- How many comments should you post each
week?
- How should you submit your assignments?
- What is the late assignment policy for
this class?
- When should you contact your
instructor?
The possible answers to this last question are as follows:
- If you have any questions about the
class
- If you are not going to be able to
submit an assignment in time
- If you are stuck on an assignment and
want to talk about how to move forward
- All of the above
The question is intended not to be particularly tricky (the
answer is d) but rather to communicate the most important piece of
advice I give to online students, which is to stay in close contact with their instructor.
The questions about the class logistics challenge students to find the answers
to common questions themselves, an enterprise that promotes their intellectual
independence and saves me from having to answer a lot basic questions.
In online learning platforms these kinds of multiple-choice
quizzes are self-grading, meaning that they require no extra work on the instructor’s
part. They can also be set so that students can retake the quiz as many times
as they need to in order to identify the correct answers, which allows students
to evaluate their own success and coach themselves toward achieving a perfect
score. I have found that the syllabus quiz also provides an early opportunity
to identify students who may need extra support in navigating the online
learning environment.
Breathe easier Yoda will when online students review the
syllabus and locate the answers to routine questions. With this out of the way,
he can get on with the more exciting work of expanding minds and saving
galaxies.
Randy Laist, PhD, is an associate professor of English at Goodwin College.
