Communication Currents

The college classroom is a context that requires successful communication between an instructor and students in order to achieve educational goals. Indeed, student learning is fostered through clear and competent communication between both parties. Unfortunately, student needs are often unfulfilled and dysfunctional communication may create an antagonistic classroom climate, which causes students to communicate to complain. In an ideal world, students would complete a college course with no complaints and complete satisfaction. Realistically, however, students are frequently dissatisfied with many of the courses they take. This dissatisfaction is often the result of (mis)communication occurring throughout the semester, coupled with their frustrations in the learning process. Therefore, my study attempted to understand these student frustrations by identifying what causes students to complain (or dissent) in their classes, who they complain to, and the types of communicative dissent messages that are sent in response.

Through a survey of 123 undergraduate students, several important findings were discovered.  First, the most common triggering agents of student dissent included unfair testing/assignments, unfair grading, and teaching style. Other triggering agents included instructor offensiveness, classroom policies, violating the syllabus, instructor indolence, lack of feedback, and slacking group members. Besides slacking group members, students perceived all of their dissent causes to be attributed to incompetent instruction.

Second, when these triggering agents occurred, students primarily complained to other classmates, their professor, friends, and family members. Students also complained to the department chairperson, other professors, an advisor, group members, roommates, a significant other, and even teaching assistants, a dean, a boss, or the university president, but to a much lesser extent.

Third, and most interesting, students created unique types of dissent messages based on their motives for complaining. Many students engaged in rhetorical dissent, in an effort to take action and correct a wrongdoing with the professor (e.g., “I demanded to get credit for the assignment that I handed in on time!”). Other students communicatedexpressive dissent, in order to vent feelings and gain sympathy or empathy in an effort to feel better (e.g., “I complained because I was too upset and I just needed someone to talk to. I wanted to get my frustration out”). Some students even reported vengeful dissent, in an attempt to ruin an instructor’s reputation, ensure that future students avoid taking a class with the instructor, or get the instructor in trouble (e.g., “I took a stand because I demand that they give you equal respect as they would expect from you.  I wanted to make sure other students knew not to take this teacher”).

Instructors should be aware that many of their practices in the classroom cause students to communicate their disagreements and contradictory opinions. Results of this study suggest that teachers must be cognizant of the teaching behaviors they use in the classroom, as these behaviors have the potential to cause students to react in dissent. Instructors who hear students complaining about their classes should not take these complaints lightly, and instead, should reflect on their teaching practices (e.g., Are they changing test/assignment dates on the syllabus too often? Are they not giving students enough comments and feedback on their papers and just assigning a grade? Are they showing up to class late or canceling class without prior notification). Reflecting on teaching practices (and modifying bad teaching behavior) may help to lessen student complaints.

Results from this study may allow instructors to better understand the dissent process that occurs both inside and outside the classroom. These findings have revealed some practical advice for instructors. First, instructors should make their expectations clear and adhere to these expectations throughout the semester. Students do not appreciate uncertainty and students expect instructors to be fair in the grading and testing process, while simultaneously communicating in an approachable manner. Therefore, instructors must create a balance of having rigorous and fair standards in the classroom while also using a teaching style that students appreciate.

Second, instructors must be aware that a lot of student dissent is not directed toward them, and is often communicated to outside sources (e.g., friends, family, classmates). Therefore, instructors may be unaware of student complaints concerning their classes. Just because an instructor does not hear any student dissent, does not mean that dissent is not occurring. One way to gain feedback about potential dissent-triggering agents is to conduct anonymous mid-semester evaluations to obtain feedback. Although many instructors are required to give end-of-semester evaluations, offering mid-semester evaluations may help identify student concerns earlier, which can be resolved before a classroom culture of dissent is fostered.

Third, instructors should realize that not all student dissent reactions are intended to disrupt the learning process or seem insolent. Moreover, instructors should realize that some student dissent, mainly expressive dissent and rhetorical dissent, is communicated by students in an effort to meet their classroom needs. Expressive dissent is communicated only to help students get their frustrations out and is not a malicious attempt to attack an instructor. Rhetorical dissent is designed to rectify a problem in the classroom and is a mode of communication that can actually benefit the student (e.g., fixing a grade mistake). Vengeful dissent, however, is a destructive form of communication that is purely a retaliation effort from the student, stemming from anger or frustration with the instructor.

Communication in the classroom is one of the most important aspects of the student learning process. Instructors should not perceive all student dissent as personal attacks and must realize that much of the student dissent occurring inside and outside of the classroom may be the result of real problems that are occurring, which can be remedied with real solutions. Instructional communication research typically offers research findings that can be directly applied to the classroom. Student dissent deserves more attention from instructional communication researchers who desire to create a classroom experience consisting of few student complaints.