Students bypass the syllabus to utilize alternate LMS locations for assignment deadlines

Area of Science:

• Educational Technology
• Student Engagement

Background:

• The syllabus traditionally serves as a key document for course information, policies, and deadlines.
• The increasing integration of learning management systems (LMS) may alter how students access and rely on syllabus information.

Purpose of the Study:

• To investigate student perceptions of the syllabus's role.
• To identify preferred locations for assignment deadlines.
• To determine preferred methods for receiving deadline notifications.

Main Methods:

• A mixed-method survey design was employed.
• Data were collected from 14 faculty members and 324 students across various educational levels.

Main Results:

• Students perceive the syllabus as a flexible contract and learning tool.
• Assignment deadlines are considered the most crucial syllabus component, yet students frequently consult multiple LMS locations for this information.
• Students prefer smartphone notifications but also value in-class reminders from faculty.

Conclusions:

• Faculty should actively communicate the syllabus's role and expected use, emphasizing its function in locating assignment deadlines.
• Addressing potential discrepancies between syllabus information and LMS data is crucial to prevent student confusion and missed deadlines.
• Faculty should clarify syllabus usage and LMS deadline access on the first day of class.