On the discussion re: SL and Electronic Reflection
This post is from a Virginia Tech faculty member regarding her use of
e-mail in a Black Studies sl course, and her response to some concerns
expressed earlier:
I taught Introduction to Black Studies, and many students felt "safer"
using email to express certain ideas. Case in point, one topic we
discussed "interracial dating" generated a number of "email notes", and
because of the nature of individual circumstances, backgrounds etc. some
students felt more comfortable expressing their views and experiences via
email. Many students went home after discussion, and thought of MORE they
wanted to say to the class.
Quite frankly, I think if we want our students to feel free expressing
themselves, we can not demand that they all fit a mold. Essentially,
education must be designed for diverse learners. Some learners are aural
learners, others are visual, and some are kinetic. As educators, we must
provide learning environments that allow students to select their mode of
communication, particularly when we have the technological capabilities.
Don't we have a responsibility to provide environments where our students
feel safe to express themselves? Simply because a student chooses to
express his/her ideas electronically is not an indication that the student
prefers solitude. What is wrong with feeling "safer", or more comfortable
using the printed word to communicate? How many times have we heard people
say that they don't like talking over the phone telephone? Some individuals
feel safer discussing serious issues on the phone. (I know several persons
with this preference!) Must we define how students should prefer to
communicate? Do we inhibit "social growth" by having students write
research papers? Why not have them present everything orally, or as a
group assignment?
Furthermore, it is important to note that electronic mail comes in a
variety of forms. For instance, my students often used voice mail. (I have
attached a sample from this semester). Some students felt "safer" sending
their assignments via email to get a response from me prior to sharing
their thoughts with their classmates. In addition, sending email over a
list serve, or to an individual, is by no means an anonymous act if the
class meets two -three times a week. Thus, the students know who is sending
what.
Second, I think that we need to clarify what "interpersonal skills" and
"social growth" is the standard. Most university and college campuses have
students from various countries, countries that have different cultural
values and beliefs. In some cultures, it is considered rude and
inappropriate for students to express themselves during class. These
students do not arrive in America, and leave their cultural values and
norms at home. Not only that, some of my international students found that
they wrote their thoughts, and were clearer when using email to articulate
because English was not their first language. Thus "safer" for these
students (whose first language is not English) meant that the fear of being
misunderstood was removed. Additionally, when students send email after or
before class, it DOES NOT mean that they do not speak in class, or with the
participants at their service learning site.
In fact, in the last two years, some of the international students
enrolled in service learning had the opportunity to mentor students at
sites who were from their home countries! Thus their "interpersonal skills"
were not inhibited because they used email, but they actually enhanced the
communication. I think that it is important to recognize that service
learning students are enrolled in a variety of subjects, (such courses in
religion, science, arts, etc.) and they come form diverse cultural
backgrounds and have different personalities. Thus there will be times
that students feel "safer" making comments electronically.
Does putting a group of students in a group prevent them from being shy?
Will group work encourage individuals to express themselves? As an
instructor, I rely heavily on cooperative education. But what I have found
is that if I am not careful, only the "dominate" personalities will have a
voice. Or worse, the better students will do all the work! But when a
student sends an email message, I know that they can articulate their
feelings. Thus if this makes them feel better, I think it is ok.
What about group dynamics? How many times have we heard comments from
students after class, who did not want to "upset" their peers? Have you
ever had a student with a speech impediment, who felt safer writing? Why do
we have editorial sections in school newspapers? Why do we have suggestion
boxes? Have we historically always been open to ideas that were different
from the norm? I believe that if we truly want to encourage students to
express themselves, that we must allow them to use different forms of
communication. Listserve messages go to everyone on the list. I ask you,
can we grow from the intellectual dialogue that takes place on this
listserve, or are we preventing ourselves from "social growth"? Does social
growth only take place in "face to face interaction"? If so, why do we
read? Why do educators put comments on student work in writing? Is it
because they prefer solitude? I think not! Finally, some of my students
felt safer expressing their thought to me via email. If you have time,
listen to the attached voice mail note. I think it will give you a better
understanding for WHY some students preferred electronic mail
Michele James-Deramo
Director
Service-Learning Center
202 Major Williams (0168)
Blacksburg, Virginia 24061
540/231-6947
deramo@vt.edu (work) / jamesderam@aol.com (home)
http://www.majbill.vt.edu/SL/index.html