By Nexus
Aug 09, 2018

Letters to the Editor

Issue 16’s editorial ‘Mature Students Aren’t the Problem, Mature Lecturers Are’ definitely stirred a few pots, and started several conversations. Responses ranged from hand delivered letters, long-winded verbal responses, and various series of emails – here’s the top picks.

Response 1:

Dear Lyam,

I really loved reading your opinion that mature students are not the problem but mature lecturers are,  NOT! Honestly fucking think outside yourself do you really think this group of intellectuals is not using image capturing software because they can’t use the tech. Fuck off, they can call IT to assist if that was the case. (Clearly your no a IT major). I honestly love hearing opinion pieces but a little more baking time in that oven would’ve done some good. Well what other reason could there be? I’d leave it there, but I read your first piece so let me spell it out, illegal distribution of Ponopto videos (insert shocked face emoji). Yes , so people who aren’t paying what you have to pay (no student loan for them) get to take Digital Marketing. So all those moments you were going to impress your employer at the interview unfortunately , they already saw that video on YouTube. Also if you thought the people you were learning from couldn’t use image capturing software may I recommend finding a different university. Now I’m sure you will be a pussy and not publish this but honestly next time you want to write a We should have Ponopto piece, think a bit wider than yourself. For example ,Ponopto would be great for students who fall ill and need to catch up. Or is the student magazine not the voice for those students.

Love and kindest of wishes

Nexus Reader IV

Response 2:

If you don’t come to class because you couldn’t care less about what the lecturer is teaching, or because it’s easier (and lazier) to look at it on Panopto, this is a student attitude problem and one that will get you nowhere in life -- certainly not into any employment.

If you think you’re being more “evolved” or “relevant” than your lecturers, you’re not – you’re devolving and so is your university. If this trend were to continue the international ranking of your university would more than likely plummet and your degree would become “irrelevant” and worth little more than zilch.

When you come to apply for a job, not only will there be lots of competition, but in many cases you will have to sit a series of psychometric tests that will include or exclude you in the running for the position. Employers will test you not only on your knowledge of the field you have studies, but also on your literacy and on your personality and attitude. And you can’t bullshit you’re way through -- you won’t know what they’re trying to find out.

If you have the attitude that you can front up whenever you like, or just mosey along with the intention of just “scraping through”, then all you’re going to do is “scrape through” in like. You won’t “eventually gain employment” -- you never will. And you’ll always be reliant on “spoon-feeding,” hand-outs and “people holding your hand.”

So the point is students need to “evolve” and take more responsibility for their learning and stop expecting IT devices and lecturers to be there to bring it to you on a silver platter.

If you don’t you’ll find yourself “phased out quicker than (you) expect”.

Z.M – Mature Student

Response 3:

Dear Editor, I am a staff member at the university involved with teaching.  I fully support your editorial on use of video recordings. I have been here for over 15 years and used to be of the opinion that students should be attending class and lectures should not be recorded.  After attending an eLearning conference where the keynote speaker talked about flexible learning and how it can benefit students it totally changed my way of thinking.

There is a great benefit to having video recordings of lectures and even tutorials.  I have had students who have had injuries which has kept them off campus for 2-3 weeks or more.  By having video recordings these students have been able to keep up with the rest of the class and have been able to complete the paper. Without recordings how do these students learn with only minimal notes being on the lecture slides and not being able to see and hear the full lecture?

Recordings are very beneficial for international students where english is a second language as they can pause, look up words in a translator, rewind explanations and hear them again and again. Actually it’s not just for international students but local students also benefit from being able to hear explanations again and again.  Being able to watch recordings again closer to test and exam times is also really useful for the students as well.

Many students these days also have families and kids to look after.  In a lot of cases their best time for learning is at night once the kids are asleep.  Maybe they missed a lecture due to family issues, why can’t they watch a recording at night when they have the time and can be fully concentrated on learning?

A student was telling me about their maths lecture where they had to furiously write notes down to keep pace with the lecturer and can’t really take in what the lecturer is talking about and fully understand what is going on.  If there was a recording of the lecture then they would be able to re-hear what was explained and also take notes off the recording so they could get a greater understanding.

Personally when I want to learn something new I always tend to try and find a video as it is a much richer experience, what’s wrong with that?  As educators we should be providing the content in a variety of ways so that the students can choose for themselves the best way for them to learn because people learn in different ways.  Students have a right to ask for these resources as they bring in the funding, without the students there is no university.

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