Post-lecture emails to students

A few days ago, I came across the following blog post by Dr. Brokk Toggerson, a physics lecturer from the University of Massachusetts, Amherst: 

"Reflections on Physics 132 Spring ’22 Part II – Something that has been evolving for a few semesters: After-class broadcasts"

This post really resonated with me, and I am glad to share it on my own Physics Education blog along with a few comments of mine. I started following a similar approach back when I was a teaching assistant for various physics, mathematics and computer science courses during my undergraduate and graduate studies, and to this day I am strongly convinced that this is a great way to enhance the students' learning experience. Personally, I think that this approach is applicable both for large enrollment courses (such as Dr. Toggerson's 600-student lecture) and smaller classes.      

In summary, the blog post by Dr. Toggerson revolves around emails sent by him to his students after each class with the aim to save class time, provide equitable access to information for all students, and offer a summary of the day's physics content. The broadcasts, which initially focused on logistical details, evolved to include summaries and thereby serve as a reminder for students to check what they learned in class. In my opinion, a regular written wrap-up can reinforce what was presented by the lecturer, and it also allows addressing important questions that were raised by students in individual conversations that happened immediately after the class. As a matter of fact, I have been asked amazing questions by students many times at the end of my own lectures, and I felt that one natural way that I could get back to those would be in my broadcast email.

Other educators who might be interested in incorporating such a post-lecture broadcast should consider the following points. Regular emails certainly do provide a convenient and centralized platform for announcements and summaries. However, alternative approaches, such as blogs and logbooks, should also be explored based on the specific needs and preferences of the instructor and students. For instance, blogs could offer a more interactive and dynamic platform, while logbooks might provide a more structured and continuous record of class content. I am aware of several other educators who prefer either the blog or logbook format over emails. 

More generally, advantages of the post-lecture broadcast include its efficiency and direct communication, but potential drawbacks may include the risk of information overload. Therefore, educators should carefully take into account these factors and tailor their approach to align with the course structure and the learning preferences of their students. 

TL;DR: Post-lecture (email) broadcasts may help educators communicate better and adapt teaching for students. It's a simple way to improve learning in the ever-evolving educational landscape.