This semester I am teaching an introductory course in Thermodynamics to undergraduate students using a blended learning approach [see ‘Blended learning environments‘ on November 14th, 2018]. The blend includes formal lectures, example classes, homework assignments, assessed coursework questions and an on-line course, which I delivered as a MOOC a couple of years ago [see ‘Engaging learners on-line‘ on May 25th, 2016]. It is not unusual in a large class, nearly two hundred students this year, that no one asks questions during the lecture; although, at the end of each lecture and example class, a small group of students with questions always forms. The on-line course has extensive opportunities for asking questions and discussing issues with the instructor and fellow learners. These opportunities were used heavily when the course was offered as a MOOC with 6600 comments posted or 1 every 7.7 minutes! However, this year the undergraduates have not made any on-line comments and it was a similar situation last year. Is this a case of pluralistic ignorance? The term was coined by psychologists Daniel Katz and Floyd Henry Allport in 1931 to describe students who pretend to understand everything explained in class and don’t ask any questions because they believe everyone else in the class has understood everything and they don’t want to damage their reputation with their peers. Perhaps we have all done it and been very grateful when someone has asked the question that we wanted to ask but did not dare. Would be it ethical to pretend to be a student and post questions on-line that I know from the MOOC they are likely to want to ask?
Patterson EA, Using everyday engineering examples to engage learners on a massive open online course, IJ Mechanical Engineering Education, in press.
Katz D & Allport FH, Students’ attitude, Syracuse, NY: Craftsmann, 1931.
Origgi G, Reputation: what it is and why it matters, Princeton, NJ: Princeton University Press, 2018.
Image: Author speaking at National Tsing Hua University, Taiwan