What a Professor Learned by Taking Online Classes

Taking classes while working full-time is tough. That’s one of the lessons I learned firsthand during the past two years. 

But there’s more. 

To begin, I’ve been a business professor since 2011, so I’ve had the opportunity to teach many students—about 1,000 to date. And I’ve taught in the three primary formats: solely face-to-face, solely online and in a hybrid structure, which is a combination of face-to-face and online. I’ve taught both graduate and undergraduate students, many of whom were extraordinarily busy with part- or full-time jobs, families and other time demands outside of their coursework. 

I always knew that these students were busy, but from January 2015 to October 2016, my appreciation for their balancing-act of responsibilities grew. 

Substantially.

That’s because during that time, I became the student. I became the juggler of taking classes and raising kids and being a spouse and working full-time. And in addition to gaining some valuable knowledge from the coursework itself, I gained a new appreciation for what it’s like for many of my students. 

The courses I took were all online through the U.S. Naval War College, and these courses were part of a curriculum that’s the U.S. military services expect their officers to complete (particularly as they become more senior). In addition to my professorial work, I’m an officer in the U.S. Navy Reserve, and it was time for me to buckle down and complete this requirement. 

Overall, my experience taking these courses was highly positive—the U.S. Naval War College does a great job with distance education. As a positive unintended consequence, however, I think this experience made me a better professor. It gave me a fresh perspective. So, for the benefit of other educators (and those who take classes from them), here are a few specifics:

• Online courses must be especially well-organized. Given that professors don’t have the opportunity to discuss schedules and requirements in real-time with students, online courses must be designed with extraordinary attention to detail regarding what’s required and the course timeline. A careful, thorough syllabus is a great start, but whatever online platform used for the course must also be carefully designed to facilitate easy use for the student. For example, have clearly labeled links and folders. And a pleasant color scheme doesn’t hurt. 
• Communication must be redundant and systematic. Sure, you may have everything spelled out in the syllabus, but instructors can’t “fire and forget” with online courses (if they care about student engagement and learning, that is). Send out a weekly e-mail that reminds students what’s going on, what’s due and other pertinent information. 
• Student performance isn’t a perfect reflection of how much they know or care about the course. I don’t have any data at my fingertips, but I wonder if students who take online courses are also more likely to be students who are working full-time or trying to balance other activities than those students who go the traditional, face-to-face route. That seems plausible. At any rate, my experience taught me that to survive and turn assignments in on time, students (like me) often have to satisfice. That is, due to my other time demands, there were times when I turned in assignments that I knew weren’t my best work—far from it. I had to sacrifice quality to just get the darn paper done on time. 
• Although some students may want a lot of feedback on their work, many others may not. The simple truth—and I’m talking to my fellow professors here—is that many students are simply trying to complete the course and get a decent grade. They might not care about “getting better” by learning from your extensive comments on their work, for example. One potential implication for professors, I think, might be to avoid the temptation to “over grade.” Provide students with their grades and some feedback, but don’t go crazy with trying to note every single way in which their work was deficient. Specifically tell students that they are absolutely invited to request additional feedback if they want it. That way, you can tailor your efforts as the instructor to the level of feedback that students want. 
• For online courses, group projects are even trickier than in face-to-face courses. I’m not necessarily saying that instructors should never have group projects in online courses, but if you are, be absolutely sure that the assignments given to the group are carefully thought through. That includes thinking about the types of interaction that group members will need to have in order to complete their tasks. For example, highly complex, interdependent work is often best-suited for real-time discussion. But the people in an online course are often in the online course precisely because they have crazy schedules, so they are unlikely to find good times to talk with their fellow team members. 
• Finally, some variety—and humanity—can be engaging. If every single one of the modules in an online course has exactly the same structure, it can be boring. I found it refreshing with some modules included a new video or interactive component related to the material. And it’s also helpful when the instructor finds ways to remind the students that a real human is behind the course. 

As the higher-education landscape continue to shift and technologies continue to develop, online education will also evolve. Within such technologies and changes are great opportunities for students and educators alike. 

But for those of us who design and administer courses online, it’s critical to empathize with our students and their learning experiences. And sometimes, it might take actually enrolling in a course to gain such empathy. At least for me, it did. 

Find this thought provoking? Leave a comment, like and share!

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About Ben Baran
Ben Baran, Ph.D., is probably one of the few people in the world who is equally comfortable in a university classroom, a corporate boardroom and in full body armor carrying a U.S. government-issued M4 assault rifle. Visit: www.benbaran.com. 

Ten Ways to Annoy Professors

Attention all college students: Your professors, like all other people on the planet, form impressions about you based upon your behavior. And yes, we may sometimes talk about the worst of you with each other, shaking our heads in disbelief. We may wonder about your ability to become productive working adults and contributing members of society.

But it gives us no greater joy than to see you thrive and to play a small role in helping you succeed.

If, however, you are determined to annoy your professors this academic term, here are a few tips. And just in case you’d like to avoid making yourself look like a donkey’s hind end, I've included a few ideas about how you might want to act instead. By the way, these bits of advice will also serve you well in your interactions with current and future employers, bosses, co-workers, classmates, and others.

I’ve also included my own classroom policies so that any of my students can know exactly where I stand. Fellow professors, feel free to copy, paste, or otherwise claim any of this that might be helpful to you. Or add your comments below. Or disregard this altogether.

So, students, to annoy your professors this semester …

1. Get too casual with them. Address them by their first names without their prior permission or use an incorrect title when communicating with them either in person or in writing. For example, call them “Mr.,” “Ms.,” or “Mrs.” when he or she has a Ph.D. Better yet, just go with “Bob” or “Hey.” This is a fantastic way to get off on the wrong foot with your professors.

To avoid annoying your professors, err on the side of formality instead of informality. If your professor has “Ph.D.” or “Dr.” listed in reference to him or herself on his or her syllabus, website, or other course materials, use “Dr.” In all other cases of doubt, just ask. Your professor will likely find it impressive that you cared enough to find out.

My policy. On the first day of class, I explicitly discuss with students “what you should call me.” They have four choices: Dr. Baran, Professor Baran, Dr. B., or Professor B. I’ve found that this accomplishes two goals. First, it lets them know what’s appropriate. Second, I’ve found that students are more likely to initiate conversations with you if they have an exact script of how to start that conversation.

2. Send them unprofessional e-mails. This one is quite easy to do, and it takes very little time. Simply send your professor an e-mail that (a) lacks an appropriate subject line, (b) has no salutation or refers to him or her in an inappropriately casual way, (c) uses poor grammar, (d), doesn’t completely describe your question or problem, (e) doesn’t include your first and last name at the end after a proper closing, or (f) any combination of the above. To make your e-mail even more annoying, you could send it from your non-university e-mail account that you set up when you were 15, something like “bieberfever” or “ihatehomework” @ whatever.com.

To avoid annoying your professors, repeat after me, “An e-mail is not a text message. An e-mail is not a text message. An e-mail is not a text message.” Good. Knowing that a fundamental difference exists between the two mediums is a start. Use proper grammar, punctuation, and capitalization. Use your university e-mail. That helps them know that you’re actually a student, and they can verify that you’re enrolled in one of their classes. Use their preferred title (see #1 above), followed by a comma. Then, skip a line. Describe your problem or question politely. (NEVER e-mail something that you wouldn’t feel comfortable reading out loud to your professor in person.) Then, skip a line, type “Sincerely” or some other appropriate closing. Under that, type your first and last name.

Here’s an example:

###

From: j.student@state.edu To: Baran, Benjamin Subject: Meeting availability on Sept. 12

Dr. Baran,

I hope you are well. I understand that your office hours this semester are on Wednesdays from noon to 4 p.m. Unfortunately, I am scheduled to work during that time, and I have a few questions about the class.

Would you possibly be available in the morning on Thursday, Sept. 12? If not, perhaps there is another time that would work for you.

Thank you very much.

Sincerely, Jane Student

###

My policy. Here’s what I include in my syllabi, under the heading of “communication.” I also discuss this during the first day of class.

Your e-mails should include a subject in the subject line, a salutation (either Dr. Baran, Professor Baran, Dr. B., or Professor B.), then you should describe your question or problem completely, and you should sign your e-mail with your first and last name after an appropriate closing (such as “sincerely”). If you send me an e-mail that is not in this format, I will likely respond and request that you use proper e-mail etiquette as listed in the syllabus.

Like many of the points listed here, I describe the reason behind my policy, which is something like this: “I want you to make excellent first impressions with everyone you meet in a professional context. So we’re going to practice that in this class.” I teach in a college of business, but I think this idea applies broadly.

3. Play with your phone in class. You can do this either in the open, with your phone and hands above your desk or you can do it below the desk while staring at your crotch. Either way, your professor WILL notice. And he or she will most certainly be annoyed. You could even simply answer your phone or let it announce its presence with your catchy pop-song ringtone for a while. That’ll do the trick as well.

To avoid annoying your professors, pretend that you’re in a very important business meeting. Put your phone on silent or turn it off. Put it in your pocket, purse, or backpack so that you’re not tempted to play with it. If you have a bona fide need to monitor your personal electronic device—for example, a family member about to give birth or die—discuss this with your professor after the first day of class.

My policy. I include the following in my syllabi: “Be courteous. Please DO NOT use your cell phone during class (including text messaging and e-mail). If you use a laptop computer during class, use it appropriately (e.g., don’t go on Facebook, etc.).” I also discuss this policy during the first few class meetings. If a student violates this policy during class, I stop talking and stare at him or her until the behavior ceases.

4. Talk and giggle with your classmates during their lectures. Your professors probably won’t mind if you quickly and quietly ask a classmate for a pen. So to annoy them properly, you need to get a conversation going. You could even combine this tip with #3 above and pass your phone back and forth. That way, you can both share the hilarity of whatever inappropriate photo you saw on Facebook. And don’t worry, even if you stop your giggling and talking when your professor looks directly at you, he or she probably already noticed it and is annoyed.

To avoid annoying your professors, show some respect by paying attention and being quiet. Save your conversations with classmates for appropriate times in the class, during breaks, or outside of class entirely.

My policy. In my syllabi, I include the following in the “expectations of class members” section: “I expect all students to show respect and consideration for the instructor and other students. This course focuses on class discussion and participation. The ability to show respect and consideration is essential to creating an effective learning environment.” We then talk about what that means during the first class. If someone is being disruptive, I pause and stare at them. If it happens more than twice, I call them out in class and tell them something along the lines of “I need you to please stop talking to each other as it’s distracting to me, and it’s probably distracting to other students. Thank you.”

5. Ask them for special treatment and cite everything other than you as the cause of your woe. Sometime around the end of the academic term, tell them that you need extra time to complete the course project because you have _________ (fill in the blank with “lots of other classes,” “a full-time job,” “an undiagnosed disorder,” or some other excuse). Or tell them that for you the rules of mathematical rounding should be magically suspended to elevate your grade to the next higher level. Claim that the exam has “trick questions,” which is why you performed poorly. It couldn’t have anything to do with the fact that you never came to class and didn’t study, of course. In general, approach your professors with the belief that you are entitled to special treatment—exceptions to the rules of the syllabus, the college, and the universe. Use your imagination! After all, you are … YOU.  And you’re very special.

To avoid annoying your professors, don’t ask your professors to change the rules or make exceptions for you. The only exception to this rule might be if some truly extraordinary, unexpected event happens in your life. In that case, try to have some documentation to back your story and discuss it with your professor as soon as possible. Don’t wait. And keep your options open—your professor may not have the same solution in mind as you do.

My policy. I list the following in my syllabi and discuss it—along with related issues of student responsibilities and expectations—in class:

Being able to meet deadlines is essential to your success in your career and life. The class schedule identifies the last date that assignments will be accepted. No late work will be accepted and a zero will be assigned. All assignments are due on the assigned date and time listed on the course schedule. Anything after the due date/time (even just 1 minute) will be considered late and will not be accepted without complete, verifiable, written documentation of the extraordinary event that justifies (in my judgment) why you were late. Circumstances that potentially meet these criteria include your own prolonged hospitalization or the death of an immediate family member.

Amazingly, discussing these issues openly at the beginning of the academic term has not only decreased requests for special treatment, but it also has dramatically reduced the numbers of grandmothers, second cousins, and other distant relatives of my students who have “died” around the dates of final exams.

6. Ask for a letter of recommendation when they hardly know you—or when they know you because you’re a terrible student. This one may take some bravery on your part, but it’s a wonderful way to annoy your professors. To do it right, skip class frequently, earn about a “D+” average on exams, and avoid participation in class at all costs. Then, send your professor an inappropriate e-mail (see #1 above) and demand for a letter of recommendation to be delivered to you in less than 24 hours.

To avoid annoying your professors, only ask for letters of recommendation from professors who know you well. Ideally, earn a high grade in their class. And being a good class participant can’t hurt either. If you’ve accomplished these steps, notify your professor at least four weeks prior to the due date for the letter and provide as many details about the letter requirements as possible.

My policy. Although I don’t currently have a policy about letters of recommendation in my syllabi, I’m considering including one in the future. When approached by students, I typically tell them that I normally only do letters of recommendation for students whom I’ve had for more than one class or otherwise have gotten to know well. I will often require the student to meet with me privately to discuss the letter and its purpose. In addition, asking for the student’s résumé can help in the process.

7. Tell them that you really need a certain grade. Directly after the first class or during the professor’s first office hours, explain to him or her how you will absolutely need an “A” in this class in order to get into graduate school, maintain athletic eligibility, or some other reason. He or she will love to hear this.

To avoid annoying your professors, realize that you’ll get the grade that you earn. Don’t talk about grades with your professors unless there’s some confusion or you think there was a mistake of some kind. Work hard in the class.

My policy. You will get the grade you earn. Period.

8. Don’t read their syllabi. The syllabus is full of all kinds of helpful information for you regarding the class. Professors often spend quite a bit of time ensuring it’s accurate and trying to make it useful. But if you ignore it, you can annoy your professors by asking them all kinds of questions to which the syllabus has the answers. Ask these questions in class, in the hallway, during office hours, via e-mail, or by phone. It’s up to you!

To avoid annoying your professors, read the syllabus. Then read it again. Then, if you have questions about the class, check the syllabus to see if it has the answer. It probably does.

My policy. I review the syllabus thoroughly during the first class period. I also create a graded quiz for online classes that require students to dig answers out of the syllabus. That way, there’s at least some level of common understanding at the beginning of the course. When students ask questions that clearly could have been answered by reviewing the syllabus, I politely invite them to read it again. If questions still remain, I gladly answer them.

9. Show up late or leave early without an explanation. Here’s another easy one—just waltz in or waltz out of the classroom after the class starts or before it’s adjourned. Make some noise with your bag and kick your chair a few times for effect. And start talking on the phone during your transit.

To avoid annoying your professors, arrive five minutes prior to the start of class. Don’t leave until the class is clearly finished. And don’t start packing your things early either.

My policy. I make a promise with all of my classes that I will always start right on time and that the class will always end at or before the time it’s supposed to end. I am unwavering in my commitment to this principle. In return, I request that students respect everyone else in the class by showing up on time and waiting until it’s concluded to leave.

10. Don’t participate in class discussions at all, or dominate all discussions.  For this one, you can choose one of two extremes. On one end, you can choose to give your entire class the silent treatment. Just sit there. Say nothing. On the other end of the spectrum, you can raise your hand every two minutes, blurt out your thoughts to every question posed to the class, or pontificate at length about every issue. Either way, you’ll be sure to annoy your professor.

To avoid annoying your professors, participate in class by asking questions, volunteering your thoughts, and offering your perspective. But if you find that you’re talking significantly more than everyone else in the class, that’s probably not a good thing. Let someone else share the “stage” for a minute. This is a fine balance, but it’s one that will serve you well in group interactions of all types throughout your life.

My policy. Mutual respect is a fundamental principle in my classrooms. We talk about what that means with regard to class participation, and we discuss the two extremes. Somewhere in the middle, for most students, is just about right.

In addition to the points listed above, numerous other methods surely exist for annoying your professors. But with some effort and attention to detail, these 10 ways should help you immensely in becoming “that student,” dreaded and talked about by professors across campus. Or, if you prefer, you can avoid these common pitfalls and develop inspiring, developmental relationships with your professors. Either way, you’re in the driver’s seat.

And maybe realizing that is half the battle.