It’s that time of year again. I think I’ve written before about how much I dislike having to administer exams and if I had any choice in the matter, my students wouldn’t have to take exams at all, but it’s not up for discussion in a university setting where I live.
Today I wanted to vent a little about something I find particularly annoying: a practice we jokingly refer to as “exam tourism” in Croatian. Students show up for the exam having previously done virtually zero prep on the off-chance that they’ll pass, or if not, at the very least they’ll get to see what the exam paper looks like, so they’ll be more likely to get a better grade when the next exam date rolls around. They have 4 attempts at taking the exam before they need to retake the course, so they (probably) figure they’re pretty safe and aren’t wasting an attempt.
I can see how from the students’ perspective this might be a win-win situation, but from where I’m sitting it’s a sad waste of time. I don’t know about other courses but “tourist” exam papers that get handed in to me are usually either only half filled in or show the student hasn’t read (or perhaps put in effort to understand) the instructions, and the scores are pretty dismal as a result. I suspect the students aren’t that concerned because they may not even have expected to pass, but I think I can be excused for feeling fairly resentful at having to waste my time grading papers whose authors haven’t bothered to put in the least bit of effort. I’m sure some would say that’s my job.
Lest you should be thinking, well maybe students wouldn’t need to resort to this if they only had a chance to practice for the exam a bit in class, let me say that there is an entire unit aimed at practice and revision on our online course, plus there’s a screencast walking the students through the exam paper, describing each exercise type and recommending what to focus on during revision.
I’m curious whether this is a common practice in other countries as well? A Croatian colleague purportedly tells their students that they aren’t allowed to do the tourist thing; if I understand correctly, should a student do this and happen to scrape through, they’ll have to accept a lower grade overall. Normally, once a student passes the exam, their exam grade is added to their other grades from the semester (coursework, etc.) and their final grade is how all this averages out. This is a bit simplistic, but essentially how it works. But the student needs to formally accept this average as their final grade, which means that those who aren’t happy with the exam grade pulling their average down can retake the exam, in theory 3 times. They may not wish to bother with the third attempt because that involves a panel of three examiners, as it’s the “last strike before you’re out” exam.
If you teach in a university setting, how many attempts do your students have at doing the final exam? Do you ever get the impression that students show up at the exam as “tourists”? Does 4 attempts seem like a fair number to you?
Because several of the students had made the point in their learning journals that they were finding it challenging to focus on longer stretches of audio, I decided to try out Neil’s suggestion of adding shorter comments to the H5P Course Presentation content type.
This now pretty much looks like your typical PowerPoint slide with blue play buttons next to each bullet point. I add the Course Presentation to the relevant unit and choose the “available but not shown on course page” option so that I can embed it into the unit guide which is organized in the Moodle Book resource. I do this so that the students will access it in the order I’d like them to, i.e. that will (hopefully) make the most sense.
I did say the students were free to comment on what they thought of this change – if they thought it made processing the audio any easier – in their learning journals, but as I haven’t had any takers yet, I’m not sure what they think.
From my perspective, it’s definitely easier and quicker as far as planning goes. I haven’t opened the document in which I used to plan what I was going to say since I last made a longer recording. I jot down the ideas in a notebook and it’s just a couple of words for each point I plan to address. I’ve only done two units this way and the average is 7 recordings per unit, which I think overall adds up to a little more than the 15 minutes the single recordings per unit would take, but I make sure to state clearly that the students don’t need to listen to these in one go.
I also find it much easier to record a 3-minute comment in the sense that I feel very aware it’s much easier to re-record if I go off on a tangent or if a text message comes through and distracts me. I just need to remember to say at the beginning of each recording what it’s going to be about, so those listening are sure which file goes with which bullet point.
In the last unit I did this for I also added a slide with links to a couple of video resources and websites, which I then expanded on in the audio comments, so right now Course Presentation is looking like a far more versatile resource than just audio files.
You know when you get excited about something and figure everyone will be just as thrilled about it as you are? Despite writing about the audio files as an experiment, I’d already made up my mind that they added something (valuable) to the course and expected the students to feel the same way. Halfway through the course I added an optional activity which involved the H5P Audio Recorder content type and instructions for students to record an audio comment no longer than 2 minutes – I called the activity “Checking in” – and share the recording on a Padlet wall.
Only one student took part in this activity, which was a bit of an anticlimax. Maybe it shouldn’t have come as a surprise as it was optional, but 2 minutes – okay, probably more like 10 minutes if you factor in prep time (there were prompts), downloading and sharing to Padlet – didn’t seem likely to discourage the entire group. Clearly I miscalculated here but I’m not sure why.
In earlier course runs I used to offer the option of recording some learning journal audio entries and very few students ever took this up, which I attributed to the probability that these entries were likely to take more prep time. But there might have been an additional factor: some students said they hated the sound of their voice and couldn’t bear to listen to themselves.
I thought hearing other students’ voices would make their online presence more evident and therefore have a bonding and motivating effect, but the whole thing fell flat. Apart from feeling a tad disappointed – the students don’t seem uninterested in the course overall – I’m not sure if I should consider this a chance development and repeat the experiment or just drop it.
If you have any ideas re why students may not be as excited about the opportunities afforded by audio as I am, I’d love to hear them!
Thanks for reading and I hope you’re having a lovely holiday season! Thank you for being around this year. 🙂
Substitute “researchers” with “teachers” and it seemed such an obvious question. But it wouldn’t have been just two months ago. You might remember that I recently wrote about a tweak I was planning to introduce to my online course this semester – that’s tweak three in this post – and I was pretty excited about it. I was finding it hard to believe that prior to this semester I’d never even considered talking to my students on a regular basis (because we were doing a writing skills course, so why would I??) and I was itching to start making up for this.
My initial vague idea was to add an audio file to each unit of the course (that’s 8 in total) and to use this way of communicating to address what the students were doing well and give them a couple of tips on what to focus on in the unit with a view to the final exam. What I’ve found happens with some learners is that they don’t have the motivation to revise material online as they would have to in class. In a traditional classroom environment I’d work in some kind of vocab revision activity every time we met. It’s different online: they’re responsible for revising and even if I made them do revision exercises (in the sense of making this a prerequisite to qualifying for the final) I couldn’t be sure if everything was clear – I’d have to rely on them asking questions. Which they don’t always – or even often – do. But I digress.
As I was saying, so that’s one audio file per unit. I started with unit one and because we’re now halfway through the course, I wanted to do jot down a couple of observations. They’re going to be completely random; basically these are just things I mull over as I walk to work (another thing I’ve recently started doing).
The recordings are getting longer every time.
The first one was a little over 5 minutes, while the last one was just over 16. This is definitely due to the fact that I don’t use SpeakPipe, which cuts you off after 5 minutes (possibly this wouldn’t happen if you were logged in; I haven’t checked). I’ve written about using SpeakPipe for audio comments when students request feedback on specific areas of their writing and I actually like the time limitation because it forces me to be succinct. I guess I could be less focused and then go back and edit bits out but being succinct seems like less work. I figured, however, that these recordings were going to be a bit different and I’d probably have more ground to cover, so having to stay under 5 minutes might be too challenging and not worth the effort. So I use 123 Apps’ voice recorder, which doesn’t require me to log in, plus I can talk as long as I like. Apparently.
I still have to plan what I’m going to say.
This is “still” as in expressing contrast to being able to talk as long as I like, not as in I’m likely to stop planning what I’m going to say at some point. I’m a pretty recent convert to podcasts and listening to them is generally an excellent way of passing the time, unless someone is very obviously thinking through what they’re saying on the spot. I don’t like hearing the same message delivered three different ways; I mean, I understand that this is what happens in natural speech (digressing, rephrasing, making sure the other person gets what we’re saying) but if I’m listening (and not taking part) I don’t necessarily need or want the conversation to be quite so natural.
So what I do is make a note of what I want to address in the recording. For the last two recordings these notes have taken up about half an A4 page and I think this makes what I say sound more structured (if not exactly succinct) and thus hopefully easier for the students to process.
I really should get some decent equipment.
In spite of having been planning to get a decent microphone for the last couple of years, I still haven’t gotten around to it, so I use the built in one, trying to convince myself that the sound quality doesn’t have to be great: the students are only likely to listen to the recording once. However, as I’m usually aware of the change in sound quality when podcast hosts happily announce they have new mikes, I’m pretty sure students would appreciate this too. If you have any recommendations for something that is both affordable and good quality, please let me know in the comments.
Maybe I should keep track of how many people actually listen anyway.
I first got the idea of adding these recordings to the course when I saw audio files in other people’s courses – if you’re interested in more detail on this, check the post on tweaks linked to in the first paragraph – and they seemed to be very prominently displayed as in this image.
I liked this as I had the impression it stood out and drew course participants’ attention, so I thought I’d add mine the same way. In my course the units are unhidden one by one, so when they see a new unit, the students immediately see the audio is there. I also recommend that they listen when I post the announcement of each new unit.
However, the disadvantage of adding audio content to a Moodle topic this way means I have no way of telling if anyone has actually played it. I could add it as a resource instead, so I’d have some indication of whether someone clicked on it, though, of course, this doesn’t mean they listened to it all the way through. On the other hand, I don’t like the idea of turning it into another resource the students feel they have to click on; I want it to be optional. I’ve added a question on the recordings to the reflection prompts at the end of the current unit, so maybe some will address this in their learning journals.
I’d written most of this post up a couple of days ago but on adding that last sentence, I thought I’d wait until we were done with the unit so as to have the opportunity to look at the learning journals and round the post off with student reactions, if any.
It turns out quite a few people commented on the recordings, which was reassuring as they’d clearly listened to them. The overall impression seems to be that they are helpful in terms of clarifying what to focus on and compensating somewhat for lack of F2F contact. At least one person liked the fact that they cover what was done well in the unit before, which I was pleased with. I sometimes worry I don’t adequately acknowledge all the effort the students put in.
On the other hand, some people felt the recordings were too long and found it difficult to focus for a longer stretch of time. As someone who is exposed to audio content in my L2 every single day, be this a podcast or an audiobook, I think I may have underestimated the level of difficulty for students, given the absence of a transcript or visual cues. A couple of problems were noted: an inability to focus for so long, difficulty remembering the main points and the lack of visual support (at least one person said they found it easier to be able to go back over a sentence in order to process it, as they would when reading).
I think this’ll be very useful in planning subsequent recordings. Which changes would you make? Apart from watching out for the length. 🙂