During winter break, I conducted a thorough self-review* of my online course in order to assess the quality of its design, delivery, and instruction. But like many self-reviews, mine led me down a different path than the one that I thought I needed. After reviewing the areas of my online course that I had initially identified, I began to reflect on other areas of the rubric, particularly areas related to the support of the student experience. I was sure that my course was already well-equipped with ample supports for students and that I would score not just proficient, but exemplary in these areas. As it turns out, I was far from even proficient.
The student support resources were scattered throughout my course. Exemplars for discussion boards were only posted in the first week. Tutorials on writing, audience, and expectations were posted alongside the first writing assignment. Testing and studying guides only existed in the folder with the first major exam. The problem wasn’t about a lack of resources, but rather, how my students accessed and used them. Students who were looking for my tutorial to help them on their second test (maybe because they didn’t review it before the first one) had to go digging around to find it. That didn’t seem to be an effective use of study time—or very likely.
I started my college journey six months after brain surgery and my subsequent release from the hospital and retirement from the military. I was apprehensive and nervous going back to school as I realized I was not able to function at the same level I performed at even six short months before. It took me four times longer to read a passage or text, my recall wasn’t nearly as immediate or robust as it was previously, I had difficulty sustaining focus on a single task, I was constantly searching for words and my speech was slowed, and I had to relearn how to learn. The remnants of the incident had since healed, but the mental scars still lingered and manifested themselves on a near daily basis. Unfortunately, my story is a fairly common tale. As a student veteran who suffered from a traumatic brain injury (TBI) and treated for post-traumatic stress disorder (PTSD), I know first-hand the struggles many individuals, especially veterans, face when entering a higher education setting after an injury. However, as we are each unique in our own way, the specific manifestation of a TBI or PTSD is also unique to each individual. As my exact condition might not be identical to another’s, the basic tenets of what I learned as both a student, and since then as an educator, have given me an invaluable perspective which I hope to share in this post.
Definition of a TBI
For background, a TBI is a specific type of brain injury resultant of an external force via a bump, blow, jolt, or barometric wave of energy to the head causing either an open or closed injury that disrupts the function of the brain (Faul, 2010). A TBI can occur when a head hits a windshield during a car accident, shrapnel enters the brain after a blast, or even from the pressure of a nearby explosive event. Conversely, not all head injuries result in a TBI, and the severity can range from mild (brief loss of consciousness) to severe (extended period of unconsciousness and memory loss) (CDC, 2011).
The recent rise in instances of TBI over the past decade can be attributed to the growth of knowledge in the subject and the attention it is receiving from the media and sports industry. Although TBIs are often undiagnosed and not reported, it is more prevalent than multiple sclerosis, breast cancer, and HIV combined (Leibson et al., 2011). Unfortunately, there is a dichotomy in perception with TBI. It is becoming more apparent and stressed upon by the medical community that TBIs need be to seen and treated as a disability, but the majority of the population still do not see the critical nature of having these injuries examined. This creates the larger problem of individuals going undiagnosed, which is especially difficult in higher education as the most common age range for a TBI is 15-26, and these individuals are less likely to seek medical attention on their own (Novak & Bushnik, 2008).
By Emily Reed, Instruction and Reference Librarian; Adjunct Faculty
Whether you are building a course from scratch or using a preexisting course shell, supplying your students with supportive learning materials will enhance your students’ academic success. There are many ways that adding specific articles and/or videos to your course content can help engage your students and learn more effectively. Articles, ebooks, and/or educational videos:
- Make for good discussion board questions
- Encourage students to read higher quality materials than they may be currently comfortable with
- Get students used to the interacting with a large research database
- Instill the value of using the library’s online resources for research
- Provide a variety of content delivery modes
Did you know that it’s never been easier to link to journal articles, ebooks, and digital films provided by our Charles “T.” Jones Leadership Library to your course in Blackboard? You can access all of the following resources at this link. (If you are using this link off campus, you will be prompted to enter your Blackboard username and password to authenticate your account.)