Page 180 - Crisis in Higher Education

Becoming Student-Centered • 151

something, how to do it, and what it means when they are done.
The videos would be short, maybe 10 to 15 minutes, and focus on
a topic. They could replace traditional lectures, and students could
access them repeatedly.
6. Written assignments: Even courses like statistics should require some
written communication. So assignments would include describing
statistical concepts and application in written form as well as dis-
cussing and interpreting the numerical answers to problems. These
assignments could be completed on a computer network, and students
would receive immediate feedback.
7. Instructors’ duties: Hold voluntary, weekly help sessions where
students can raise question and get answers. Instructors are also
available online to answer questions and chat with students.
8. Working groups: Groups of five or six students may be established
so they can share knowledge and work together on concepts and
problems. There would be opportunities for the group to query the
instructor for help.

There are three important outcomes to pursue when designing instruc-
tional packages.

1. Enhance learning: Students learn more in less time and with less effort,
thus freeing time so they can take addition courses in a semester, work
more hours, or participate in other activities.
2. Reduce costs: If the instructional packages are creative and thought-
ful, universities can deliver a student-centered learning course at a
lower cost than one offered in a traditional lecture mode. With this
new approach, less tenured and professional faculty time is needed
and much of the face-to-face as well as the Internet interactions can
be done by instructors and lecturers, who earn substantially less.
3. Effective design and implementation: Tenured and professional fac-
ulty members design the learning materials. They also create and
grade tests, taking this duty away from instructors and lecturers.
Financial incentives could be given to instructors and lecturers
based the number of students who meet all the learning objectives
for the course, as determined by the final examination. Incentives
can be given because the design of course content, test construction,
and grading are not part of their responsibility, but good teaching
and learning are.