THE EDITOR, Madam:

What is the true meaning of ‘learning’? Is it just a matter of how many assignments there are, or is it also a matter of making sure that thoughtful discussions and explanations are had, while courteous judgements are given? Students who study at the tertiary level have various learning styles; they also have a greater capacity for analytical thought and a wider range of viewpoints while participating in conversations. But are lecturers taking advantage of this fact and using it as an excuse not to follow proper procedures when teaching course content?

Many students can attest to the mountain of assignments given throughout the semester in the name of completing multiple evaluations. While I recognise the importance of assessments as a learning benchmark, I believe lecturers should provide better and more timely feedback. When an assignment, which was submitted in January, is only being graded in March, it doesn’t feel like you’re learning anything. And, keep in mind that there were numerous assignments for that course between January and March. When so many assignments have passed, how can students apply the feedback that lecturers provided for an assignment in January? Let me not even dig deep into lecturers who don’t give any feedback at all. Many students just do assignment after assignment and hope for the best.

Students value feedback on their work that is affirmative, timely, and constructive. They appreciate feedback that is applicable for the next assignment and that will allow them to grow as a person in order to prepare for the working world.

EXTREME STRESS

Furthermore, how can lecturers expect to see academic growth in their students if the goal is to be perfect all of the time? Regardless of students’ understanding of the assignment or the course, a high grade is expected for every assignment. When grades aren’t what they should be, students experience extreme stress and depression. Sometimes students need a second chance at an assignment, just to better the grade. Sometimes they need lecturers to explain it again and again, because no one understands everything at the same rate; and sometimes the lecturer’s instructions are unclear to begin with. However, is this a possibility, given the current ‘naah spoon-feed’ mindset of some lecturers? The truth is, if no one is going to spoon-feed students in an educational environment designed to learn as much as possible from instructors, why invest in an education? Isn’t it better to just get a job and learn on the job? If lecturers embrace this philosophy of not helping students, aren’t students basically teaching themselves?

Students are taught about responsibility and accountability for the workplace, but who ensures that lecturers are responsible and accountable at work?

Finally, keep in mind that most students still attend school online. This means that most students are unable to speak with lecturers after class or check to see if the lecturer is present in the faculty lounge. As a result, lecturers should take more initiative in responding to students’ emails regarding course-related issues.

In short, I propose that universities revise their student feedback policy, if one exists, or seek more information about student-lecturer engagements in order to develop a student academic feedback framework or policy. DENVER SMITH