I am continually frustrated by students’ reluctance to experiment with the user-friendly technological tools that I give them. Most recently this has been demonstrated in my blog-based Europe1914 simulation and in a class that is piloting a new learning management system, Canvas by Instructure. (Please note that I have no financial interest in Instructure; my university is also piloting Blackboard’s 9.1 Learn.)
In the Europe1914 simulation, I intended the blogs to function as a platform for student communication and collaboration. The students did learn how to use the blogs – I provided them with specific directions both on the blogs and elsewhere, and I conducted a short in-class training session. But the students’ use of the blogs was limited to posts and occasional comments. No students explored ways of using the blogs for other purposes or even text formatting options. Conversations consisted primarily of each student on a team posting his or her work, which one or two team members consolidated into a single end product. Teams did not use the blogs to develop negotiation strategies or to bargain with each other.
For the other class, I have been pushing students to use with features in Canvas like discussion threads, wikis, and shared Google Docs. It’s been a tough slog. Many of the students are completely unfamiliar with these tools, and it seems that once they stumble upon one method of communication, they are reluctant to use another, even if it might meet their needs more effectively.
It appears to me that students today are socialized to view learning as a top-down, regimented process in which they do not have to exercise initiative. They expect to be told both what to learn and how to learn. I wish I knew how to break students out of this mindset, but I don’t.