This seems like a very timely theme and is discussed somewhat in Finland
as well. In our case the problem is not so much in e-mail adresses
being questionable since most students use the adress provided to
them by the University. However we have a growing problem with
students who use their oblications (especially work) as an excuse to
ask for all kinds of favors in a rude manner. They register to a course
requiring attendance and activity fully knowing that they have no plans
to attend in reality yet they expect that the teacher accomodates things
around their needs and schedules. Today I had a man in his late 30s trying to
convince me that just because he lives some 300km away I should give him
credits for a course he did not attend as required. I find that totally strange.
The idea on creating a FAQ list sounded very valuable to me. Also it would
be interesting to do a comparative study on the phenomenon! The cultural
aspects seems interesting as well as the wideness of the problem. In Finland
especially I think academic teachers / professors are quite reluctant to admit
that any problems exist in their classes as it is considered loosing ones face.
What is Your opinnion on this?
Yours,
eija
Eija Valli
Lic.Sc.(econ.), BEd
Senior Assistant
Entrepreneurship
(Knowledge Intensive Business Formation)
University of Jyväskylä
School of Business and Economics
PL 35
40351 JYVÄSKYLÄ
FINLAND
www.jyu.fi
Tel +358(0)142603510
Fax +358(0)142603331
e-mail:
eivalli@econ.jyu.fi
\o/\o/\o/\o/\o/\o/\o/\o/
"For every complex problem,
there is a solution that is simple,
neat and wrong."
Mencken
>>>
P.G.Morgan@Bradford.ac.uk 9.3.2006 22:27:52 >>>
I am finding this fascinating.
Two issues that I have realised on reflection:
1) That students probably have the impression that informality and fun in class
should relate to informality and fun in written communication. It's all part of
the same class culture and tutor-student relationship, isn't it? Perhaps the
answer is 'no', especially if we are supposed to be producing employable and
professional graduates... (maybe best not to go there...!)
2) That overseas students can be more polite, IF they possess the linguistic
abilities to do so. I had a real problem with a Chinese student who continually
seemed to challenge me in an aggressive manner in her mails. Having calmed down,
it appeared in discussion with her that she had no idea of the impact her mails
were having with her tutors, and just kept receiving aggressive e-mails back
from her tutors.
3) That if a student mails me about something already written elsewhere, that I
refer them to that source rather than answering their question. The course
material makes explicit reference to the need for students' resourcefulness,
and so that's what I refer them to. (I have also started using discussion
boards on the VLE as a means of answering a question from a student once,
rather than several asking the same question, and then directing students to
check the discussion board first).
But I do go through how (appropriateness etc.) students should be writing their
mails to tutors during their induction.
Interesting to know this is an international phenomenon.
Peter
Dr Peter Morgan
Faculty Development Co-ordinator
University of Bradford School of Management