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Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review
Abstract
The goal of this study was to integrate previous research conducted on student participation in the college classroom. Numerous studies have been completed on engaging students in classroom discussions, but no study has synthesized this information in the form of an extensive literature review. Here, previous research is pulled together to gain a comprehensive overview of the benefits of participation, logistical issues in participation, student confidence and personality traits in participation, the instructor's influence on and suggestions for increasing participation, the role of sex in participation, and participation in web-based courses. Specifically, academic journal articles that were published over the past 51 years (1958–2009) with student in-class participation as a major variable were included. Details of the selection process, a thorough review of the literature, implications for the classroom, and directions for future research are provided.
... Given the important role of oral participation within student learning and achievement (Rocca, 2010), the silent and passive in-class behavior of shy students causes them to miss important learning opportunities (Crozier, 2020) and may explain their poorer school attainments, even though they are no less intelligent (Hughes & Coplan, 2010). However, not much is known among either educators or researchers about how to help shy students participate orally (Nyborg et al., 2020). ...
... As mentioned above, the present study, however, focuses on hand raising as the decisive gateway to oral participation, which is a specific subtype of students' in-class behavioral engagement. To our knowledge, there is not yet an overarching theoretical framework for oral participation, but in his comprehensive review, Rocca (2010) categorizes contextual factors associated with students' oral participation similar to the classification of Lam et al. (2012). More specifically, Rocca (2010) finds both instructional factors (e.g., class size, schedule, seating arrangements, cold calling, and course subject) and social relatedness factors (e.g., student-teacher relationship and peer relationship) influencing students' oral participation. ...
... To our knowledge, there is not yet an overarching theoretical framework for oral participation, but in his comprehensive review, Rocca (2010) categorizes contextual factors associated with students' oral participation similar to the classification of Lam et al. (2012). More specifically, Rocca (2010) finds both instructional factors (e.g., class size, schedule, seating arrangements, cold calling, and course subject) and social relatedness factors (e.g., student-teacher relationship and peer relationship) influencing students' oral participation. ...
This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling , class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.
... For instance, Sommer and Olsen (1980) established that refurbishing an old classroom led to the growth in participation from 7% to as high as 87%. Rocca (2010) found that a reduction in involvement was seen when the physical layout of student desks in the studio was arranged in the conventional forwardlooking rows with the lecturer positioned in front of a classroom. Class was also noted to impact student participation and class attendance (Rocca, 2010). ...
... Rocca (2010) found that a reduction in involvement was seen when the physical layout of student desks in the studio was arranged in the conventional forwardlooking rows with the lecturer positioned in front of a classroom. Class was also noted to impact student participation and class attendance (Rocca, 2010). For instance, students in courses with more than 65 students had lower attendance and participation rates compare to students in smaller classes with higher attendance and participation rates (Feld and Grofman, 1977). ...
... For instance, students in courses with more than 65 students had lower attendance and participation rates compare to students in smaller classes with higher attendance and participation rates (Feld and Grofman, 1977). Students' reluctance to participate in large courses may be due to a variety of factors, including a concern of slowing down the delivery of class content, negative reactions from classmates and professors, and a wish to retain anonymity (Rocca, 2010). Professors' teaching styles may also be influenced by large class sizes. ...
Studio work is designed into the curriculum of Urban and Regional Planning in Nigerian Universities as one of the core courses to acquire professional skill in planning education. This helps the students to apply theoretical aspects of the profession to real life settings to aids their practical learning skill and equip them to adapt to challenges and scenarios in the profession. This study assessed planning students’ participation in studio work to determine various factors that influence their participation. Questionnaire were administered among 292 planning students at Ladoke Akintola University of Technology for data collection. Multi-stage and purposive sampling techniques were adopted. Only 206 planning students which is 70.5% response rate successfully completed their questionnaires. Factor analysis, Likert scale, relative index and linear regression were used for data analysis. The result revealed that only students’ mode of admission has significance influence of 0.356 on students’ participation in studio work at the significance level of 0.05. One-way ANOVA test revealed no difference exist (P<0.05) in terms of students’ participation in studio work based on their socioeconomic attributes except the marital status. The students’ level of participation revealed the average mean of 3.16 which implies that, majority of the students participate in studio work. However, advice from Lecturers or Technologists on studio work has less significance compared with other factors. The study suggested among others the need for Lecturers and Technologists to build and improve their personal relationship with students to influence their participation and achieve greater productivity.
... Furthermore, evaluating class participation is time-consuming and requires instructors to be consistently present. Implementing systematic tracking and recording mechanisms, although beneficial, demands significant time and resources to design and maintain (Rocca, 2010). ...
... Closed-ended Likert-scale questions measured students' perceptions of class participation, while open-ended questions allowed for elaboration on personal experiences. Survey items were adapted from prior studies on student engagement and assessment fairness (Howard & Baird, 2000;Rocca, 2010). ...
Graded class participation has become an increasingly important pedagogicaltool in higher education, driven by shifts away from passive lecture-style classes towards active, student-centred classrooms. At the National University of Singapore, course instructors assess and grade undergraduate students on their class participation, though its format and weightage vary greatly across faculties. Questions have also been raised over the efficacy of graded class participation in measuring student learning, with prior studies on the issue limited in scope. In this study, we evaluate the practice of graded class participation on a university-wide level, focusing on differences in howclass participation is conducted across faculties and the effectiveness, fairness and inclusivity of graded class participation. We conducted a cross-sectional survey entailing online questionnaires on 73 undergraduates, followed by semi-structured interviews with 15 faculty members. Significant differences in class participation were identified across faculties, and perceptions were polarised on the effectiveness of graded class participation. More crucially, gaps in the fairness and inclusivity of graded class participation were identified, along with potential alternatives and best practices. By bringing these perceived challenges to light, we engender an informed change in practices that will help elevate the intended outcomes for graded class participation in the future.
... The findings from this study align closely with the existing literature on the importance of student participation in English language learning and the teaching strategies that activate it. Both Teachers TG and YF demonstrated diverse and contextually adapted strategies, reflecting the need for inclusive and engaging approaches emphasized by scholars like Rocca (2010). TG's differentiated instruction strategy, involving assessments to tailor lessons to students' abilities, aligns with Ramsden's (2003) principle of addressing individual learning needs. ...
... The teachers' perceptions of participation as critical for effective language learning echo Rocca's (2010) assertion that participation fosters critical thinking, collaboration, and communication skills. TG and YF's consistent efforts to engage students, adapt teaching strategies, and create supportive environments align with the literature's emphasis on resourceful and student-centered teaching approaches (Brown, 2007;Tomlinson, 2012). ...
Student participation in English as Foreign Language (EFL) classrooms remains a significant challenge in rural Indonesian schools, where barriers such as low motivation, limited vocabulary, and lack of confidence hinder active engagement. This study investigates teaching strategies employed by two English teachers, TG and YF, at Junior High School 1 Gangga to address these issues. The objectives of the research are to identify the strategies used by the teachers, explore the challenges they face in activating student participation, and examine their perceptions of classroom engagement. A qualitative case study design was utilized, employing semi-structured interviews, classroom observations, and document analysis as data collection methods. Thematic analysis was applied to identify patterns and themes within the data. The findings reveal that both teachers employed differentiated learning, group discussions, reading aloud, and English games as key strategies to enhance student participation. However, challenges such as resource limitations, varying student proficiency levels, and low confidence levels were consistently reported. To address these, the teachers adapted their strategies by leveraging available resources, conducting personalized assessments, and fostering a supportive learning environment. The study underscores the importance of teacher flexibility and creativity in overcoming barriers to student participation. Its implications suggest the need for professional development programs to equip teachers with innovative strategies and improved resource allocation to support effective teaching in similar EFL contexts. These findings contribute to the broader discourse on enhancing EFL learning outcomes in under-resourced settings.
... Conversely, educators often express apprehension regarding students who exhibit a lack of enthusiasm in participating voluntarily during classroom discourse. Rocca, (2010) introduce them with activities that facilitates peer-topeer interactions establishing a physical setting that encourages collaborative engagement. Implementing class activities that incentivize participation and incorporating class participation as a component of the grading system (Rocca, 2010). ...
... Rocca, (2010) introduce them with activities that facilitates peer-topeer interactions establishing a physical setting that encourages collaborative engagement. Implementing class activities that incentivize participation and incorporating class participation as a component of the grading system (Rocca, 2010). In addition to contemporary classroom practices, there exist traditional approaches such as cold calling, the instructor offering questions or prompts to stimulate discourse or opinions, and group discussions. ...
Pedagogical objectives and the nature of the course content may lead instructors to take varied approaches to selecting a student for the cold call, specifically in a studio setup where students work on different projects independently and show progress work time to time at scheduled critiques. Cold-calling often proves to be an effective tool in eliciting a response without enforcing judgment onto the recipients. While there is a mixed range of behavior exhibited by students who are cold-called, a classification of responses from anxiety-provoking to inspiring may be elicited; there is a need for a greater understanding of utilizing the exchanges in bringing about fruitful and engaging outcomes of studio discussions. This study aims to unravel the dimensions of utilizing the cold-call approach in a didactic exchange within studio pedagogy. A questionnaire survey was conducted in an undergraduate class at Arts and Design School. The impact of cold calling on students’ participation was determined through various parameters, including course choice, participation frequency, students’ comfortability, and teaching methodology. After analyzing the surveys, specific classroom teachers were interviewed to provide a qualitative perspective of the faculty. It was concluded that cold-calling increases students’ participation frequency and also increases preparation for class. Around 67% of students responded that teaching methods play an important role in learning activities and students’ participation during class discussions. 84% of participants agreed that cold calling is an effective way of learning. According to research, cold-calling can be done in large numbers without making students uncomfortable. As a result, the findings of this study support the use of this instructional method to encourage more students to participate in class discussions.
... -Veličina grupe. Velike grupe od 30 ili više studenata mogu da ometaju mogućnost studenta da učestvuju, što ih za uzvrat obeshrabruje da se potpuno angažuju (Rocca, 2010;Pascarella & Terenzini, 2005;Weaver & Qi, 2005). U velikim grupama studenata, angažovanje bi moglo da se podstakne grupisanjem studenata kako bi se olakšala diskusija i nastavnicima omogućilo da direktnije i bliže pristupe studentima (Weaver & Qi, 2005). ...
... Nastavnik koji pokazuje energiju, strast za predmet koji predaje, posvećenost i brigu za učenje studenata može pozitivno uticati na njihovo angažovanje u radu (Barkley, 2010) i sprečiti doživljaj apatije kod studenata (Jonasson, 2012;Kahu, 2011;van Uden, Ritzen, & Pieters, 2014). -Razvijanje odnosa između studenta i nastavnika je veoma značajno za stvaranje pozitivne klime u učionici (Darling-Hammond & Bransford, 2005) i podsticanje studenata da se uključe u svoje učenje (Rocca, 2010). ...
... [9] found that the classroom atmosphere and interactive engagement with peers directly impact students' positive participation. Other research has also indicated that regardless of environmental factors such as class size, student participation in the classroom is associated with a positive perception of relationships with peers and instructors, as well as respect and mutual connection [10,11,12]. ...
... When considering student gender, research findings are mixed. Multiple studies have shown that females participate less than male students [12]. For instance, [13] found that male students evaluate themselves as more active participants than female students. ...
Given the role of digital technologies in education, understanding the increasing importance of the level of participation of female and male students in using these technologies is essential. This study aims to quantitatively examine the extent of participation of female and male students in using digital technologies and explore the role of familiarity with these technologies in increasing or decreasing participation. This study was conducted through a descriptive and self-assessment approach among art students. For this purpose, a questionnaire about three dimensions of emotional, behavioral, and cognitive participation was designed. The participants were 20 graduate art students at the university under study. The results indicated that the familiarity of female students with digital technologies used in art education is less than that of male students. Familiarity with digital technologies can significantly impact the increase or decrease in emotional participation in both genders. Also, the lack of knowledge can enhance female students' motivation for greater cognitive participation. Female students demonstrated higher cognitive participation, and male students showed higher emotional participation, but the overall average participation in both genders was equal. Nevertheless, studying the role of gender stereotypes in the level of awareness and participation of female students is crucial for future research.
... Similarly, as in the present research, authors of studies with self-reported measures, report that male students rate their participation as more active compared to female students (e.g., Auster & MacRone, 1994;Crombie et al., 2003;Fassinger, 1995b). As a possible explanation for such gender differences, Rocca (2010) cites the fact that men have higher selfconfidence compared to women (Fassinger, 1995b;Kling, Hyde, Showers, & Buswell, 1999). This is consistent with the finding of Larkin and Pines (2003) that female compared to male students more often avoid eye contact with the teacher and pretend to read when the teacher calls on them, and with the finding that female students compared to male students are characterized by a higher degree of anxiety when communicating in the lecture hall (Jaasma, 1997). ...
... Interestingly, Bowers (1986) found that among those students who experience fear in the classroom, about 60% choose not to participate, while about 33% of students choose to participate despite their fear. Rocca (2010) explains this with Wade's finding ( , cited in Rocca, 2010) that students are more likely to actively participate when they consider their ideas to be relevant and worthwhile, or if they are interested in or know something about the topic. It is worth noting here that teacher-student rapport may be crucial for active participation, especially for students with lower self-confidence. ...
The concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students’ active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavčič, 2020), teachers' effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), autonomously regulated behaviour of students (The Self-Regulation Questionnaire-Academic; Ryan & Connell, 1989) measured by the index of relative autonomy (RAI), and participation levels (Participation Scale; Fassinger, 1995b) were used in the study. The findings from the hierarchical linear modelling analysis revealed that teacher-student rapport significantly predicted students’ active participation in class. Establishing rapport between teachers and students therefore presents an effective way of promoting active student participation. The paper concludes by discussing the implications of the study on strategies that teachers might employ to foster rapport with students. Keywords: teacher-student rapport; interpersonal relationships; higher education; active participation; constructivism
... On the other hand, the predictability and structure might provide a sense of security and competence for some students, particularly those who prefer this mode of learning. However, the potential negative impact on mental well-being occurs when students perceive a lack of engagement or recognition of their opinions and thoughts, leading to a decrease in their motivation to learn (Granström, 2006;Rocca, 2010). ...
... Despite the positive correlation we observed between Teachercentered teaching and Academic achievement, our conceptualization of teacher-centered practices highlighted a potential drawback, raising concerns about potential declines in student engagement, autonomy, and motivation to learn (Loughlin & Lindberg-Sand, 2023;Rocca, 2010). Additionally, the inclusion of extensive formal testing, expected to elevate stress levels among students (Giota & Gustafsson, 2017;Låftman et al., 2013;Ö stberg, 2015), led us to expect an association with increased mental health complaints. ...
Background: Despite extensive research on the relationship between teaching practices and learning outcomes,
limited attention has been given to their potential links with students’ mental health.
Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-
centered, and student-dominated – and both student mental health complaints and academic achievement. It
furthers explores variations in these associations based on students’ socioeconomic status (SES).
Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school
system.
Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’
cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as
register data on teacher-assigned grades and parental education.
Results: Teacher-centered practices are positively associated with academic achievements but lack robust links
with mental health complaints. Conversely, student-centered practices are positively associated with academic
achievements and correlate with lower mental health complaint frequencies. However, student-dominated
practices demonstrate poor relationships with both mental health and academic achievements. Limited varia-
tions based on students’ social background reveal only two differing associations between low and high SES
students: teacher-centered teaching shows stronger academic achievement associations for low SES students,
while student-dominated teaching is more adversely linked to low SES students’ mental health.
Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic
achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role
of instructional approaches in shaping not only academic outcomes but also students’ mental health.
... A perplexing and complex issue in L2 classrooms pertains to communication patterns within the classroom, and this plays a pivotal role in effective teaching and learning processes (Mehmood 2011;Myhill 2002;Richards and Bohlke 2011;Rocca 2010;Wang and Castro 2010). The crux of the issue lies in investigating teacher-student patterns of interactions, students' class participation, problems in communication patterns, and teachers' insights and reflections on the lesson and classroom events as researchers. ...
... In this regard, it can be argued that the most controversial aspect of classroom participation pertains to the different patterns by which learners participate in class activities. These patterns of participation might take different forms, and include: the questions which students' ask and the comments that they make (Rocca 2008), the level of student interest and how well students are informed on the topic of discussion (Wade 1994), the raising of students' hands (Rocca 2010), in the participation of students in a collective response (Burns and Myhill 2004), and the collaboration of students in pair work and group work (Richards and Bohlke 2011). Upon reviewing the research on students' patterns of participation, it seems clear that due to the complexity of the issues involved in L2 learners' patterns of participation, putting different variables influencing students' in-class participation under close scrutiny is quite difficult, and the literature on this issue is often inconclusive and outdated. ...
The purpose of this paper is twofold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of interviews, audio-records, observations, field notes and reflective journals, three main themes were identified, namely, communication patterns in L2 classroom, problems in these patterns , and action research and communication patterns. Two theoretical models for improving communication patterns in L2 classrooms were also established based on the key themes and patterns extracted from the data.
... Classroom participation levels among private college students can be measured through multiple aspects, with attendance and interaction being two key indicators (Tinto, 2017;Rocca, 2010). Attendance rates vary, and while some students maintain a high level of punctuality, others struggle with regular attendance. ...
The rapid expansion of private higher education in China has highlighted the need to understand students' learning behaviors and develop effective guidance strategies to enhance academic outcomes. This study examines the learning patterns, motivations, and challenges faced by Chinese private college students using a mixed-methods approach, combining surveys, case studies, and in-depth interviews across multiple institutions. Findings reveal that students’ learning behaviors are influenced by personal goals, institutional support, and family background. While some students demonstrate strong self-regulation and engagement, others struggle with time management, motivation, and active participation. Experiential and project-based learning, academic counseling, and peer mentoring emerge as effective strategies for improving student engagement and academic performance. Institutions that implement blended learning models and real-world applications through industry collaborations show higher levels of student motivation and success. Additionally, fostering a supportive campus culture through extracurricular activities and mentorship programs enhances students' overall learning experience. The study provides practical recommendations for educators and policymakers to optimize instructional methods and institutional resources, ensuring a more effective and inclusive learning environment. By addressing key learning challenges and implementing targeted interventions, private colleges in China can better support students in achieving their academic and career goals.
... This does not only include verbal communication, such as dialogue, but also non-verbal communication, such as body language (Bambaeeroo & Shokrpour, 2017;Howe, 2023). Students who actively participate in classroom discussions show improved communication skills, demonstrate higher motivation, and achieve higher learning gains (Rocca, 2010). According to Moore (1989), there are three types of interaction in a classroom setting: student-teacher (S-T) interaction, student-content (S-C) interactions and student-student (S-S) interaction (Moore, 1989). ...
In recent years, hybrid education has gained attention for teaching and interacting with two groups simultaneously, where both teachers and students face challenges with interaction. We hypothesise that transactional distance plays a role in this. This study, aims to explore the characteristics of hybrid education in terms of interaction and transactional distance. In this case study, we observed four hybrid lectures of a university course on the history of physics. After each lecture, the students ( N = 6) completed a transactional distance survey and students and teachers participated in individual semi-structured interviews. Our findings indicate that online students experienced limited engagement in group discussions, mainly asking for clarification when teachers asked questions. Moreover, online students experienced a greater transactional distance compared to their onsite counterparts. This disparity in engagement and perceived distance may stem from the online students’ inability to partake in the informal interactions occurring before, during, and after the lectures. Both students and teachers stressed the importance of this small talk when discussing the differences between online and onsite students. In conclusion, our research underscores the essential role of informal interactions in hybrid education, highlighting the need to facilitate these exchanges to build community and enhance learning.
... • ensuring students have access to a broad range of textbooks, journal articles, and other scholarly readings that represent a variety of perspectives (Sturges, 2016); • offering training to faculty to enhance their skills for creating supportive environments for student participation, and facilitating discussions about political and controversial issues in a manner that promotes IFVD, respect, and critical thinking (Lerner, 2020;Rocca, 2010); • educating students about how to engage in critical thinking and dialogue, distinguishing facts from opinions, considering a range of perspectives and sources of information, and interacting with other students and faculty in a respectful manner (Dekker, 2020); • developing student codes of conduct that support IFVD, distinguishing between students' rights to freedom of speech and opinion from their responsibilities to express their opinions in class in a manner that is respectful and constructive (Khalid & Snyder, 2022); and • developing better relationships between government and universities to enhance trust and understanding, and to develop a better understanding of the roles of each in ensuring IFVD and quality education for their constituents and communities. ...
Intellectual freedom and viewpoint diversity: Impacts of an annual assessment. eJournal of Educational Policy, 24(1). https://in.nau.edu/ejournal/spring-2024
... The professors mostly encourage participation by asking students questions or inviting them to comment. Rocca (2010) argues that an instructor's communicative behaviours are critical in influencing student participation. In particular, students are more likely to participate if their instructor is warm, respectful, and positive. ...
Larger class sizes in higher education can generate many challenges for educators, notably increased negative student evaluations of teaching. This study suggests that one strategy for countering some of the shortcomings of the large classroom is to take a relational teaching approach. We coded the relational communication behaviours of professors teaching in large in-person classrooms and found that encouraging participation as well as having a relaxed body position were most prevalent among instructors with typically high course evaluation ratings. In addition, correlations between relational teaching behaviours and students’ course evaluation reports found that instructors with the highest scores were more likely to make eye contact and to smile. We argue that relational teaching behaviours may have an impact on students’ perceptions of teaching quality. These findings provide insights into more effective relational teaching in the large class, in particular demonstrating that the most prevalent relational teaching behaviours are not necessarily the most important or effective.
... Attaining high grades and excelling in assignments has been shown to be positively associated with active course engagement (Machcinski, 2022;Purinton & Burke, 2020). In their literature review, Rocca (2010) further reported positive associations between the engagement of students and their course grades. ...
This study addresses calls to understand the role of assessable virtual tours (AVTs) in fostering student engagement within event management courses. AVTs, by simulating real-world experiences, allow students to situate their acquired knowledge relative to real-world situations. Utilising the dimensions of Dixson’s (2010, 2015) Online Student Engagement Scale (OSE) as a guiding lens, this study explores nuances in its four dimensions of student engagement (skills, emotional, participation, and performance engagement) when applied to an AVT. An Australian undergraduate event management course was used as a case study to explore the role of AVTs in fostering student engagement. Through student focus groups conducted in 2021 and 2022, the qualitative findings expand understanding of student engagement using the OSE lens, identifying novel sub-themes whilst confirming the established engagement dimensions. The contributions of the study are situated relative to the OSE and practical implications for event management educators are highlighted.
... Second, seating arrangements also play a crucial role in student participation (Correa, et al., 2017) with certain setups proving more conducive to engagement. Third, timing further influences participation (Rocca, 2010), particularly in courses meeting infrequently or at specific points during the semester. ...
This study examines the relationship between participation and performance, exploring classroom participation dimensions as mediating factors. The study investigates the multifaceted dynamics of student participation, focusing on perceptions of silence and engagement across diverse educational modalities. It also explores the impact of demographic factors such as age, gender, and academic major on participation. The study compares students' perceptions of participation in two conditions: face-to-face and online classes. Using a survey as the data collection tool, the study involved 168 male and female EFL students from various majors at Arab Open University in Saudi Arabia. Results revealed significant differences in the influence of student-associated variables based on participants' academic discipline and gender. However, no statistically significant differences were found for other variables concerning gender and cultural background. Regarding age, significant differences were reported across all variables except those related to instructors. Notably, no significant difference was found based on the modality of instruction (traditional face-to-face versus online learning). Furthermore, the study revealed positive correlations among the constructs assessed by the questionnaire.
... Classroom participation is defined by students' and teachers' interactional behaviours in the classroom, such as students' remarks or questions directed towards the instructor and the number of times teachers initiate interactions with students or vice versa (Tatum et al. 2013). Rocca (2010) defined student participation simply as 'asking questions, raising one's hand, and making comments' (p. 188). ...
Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty’s caring attitude and behaviour were linked to more active participation and positive feelings about learning.
... In an extensive gateway course-a foundational course essential for students pursuing degrees in science and engineering with a high enrollment-taught at a Hispanic-serving institution, declines in student engagement were especially high for PEER and first-year students, with students' distraction and reduced self-regulation credited as factors in these trends (3). The reported declines in student engagement during the pandemic are especially concerning because engagement strengthens critical thinking skills and improves retention rates in STEM (18)(19)(20), suggesting there may be long-term impacts on the next generation of those entering STEM professions. ...
Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students’ survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises.
... Die aktive Mitarbeit am Unterrichtsgespräch kann den individuellen Lernprozess sowie die akademische Leistung verbessern (Rocca, 2010) . Jedoch haben oftmals Schüler*innen mit ausgeprägtem internalisierenden Verhalten und Schüchternheit Schwierigkeiten, sich aktiv zu beteiligen und zu sprechen, selbst wenn sie gute Ideen haben (Evans, 2001 die/den Schüler*in über gemeinsame Aktivitäten non-direktiv und wertfrei entscheiden lassen (Neuhauser & Mohr, 2023) . ...
Nach einer Veröffentlichung des statistischen Bundesamtes (2021) ist die Zahl der Kinder und Jugendlichen mit dem Förderbedarf emotional-soziale Entwicklung in den letzten zehn Jahren um 71,9% auf knapp 100.000 gewachsen, wovon etwas mehr als die Hälfte inklusiv beschult wird. Gleichzeitig sehen viele Lehrkräfte an Regelschulen die Inklusion von Schüler*innen mit Förderbedarf in der emotional-sozialen Entwicklung im Vergleich zu anderen Förderbedarfen kritisch (Ruberg & Porsch, 2017). Diese Befunde verdeutlichen die Notwendigkeit, Lehrkräften ohne Ausbildung im Bereich emotional-soziale Entwicklung grundlegende didaktische Hilfestellungen und Methoden an die Hand zu geben, um eine erfolgreiche inklusive Beschulung der Kinder und Jugendlichen zu unterstützen. Der folgende Beitrag soll einerseits einen Einblick in den Förderbedarf emotional-soziale Entwicklung geben und andererseits anhand wissenschaftlicher Erkenntnisse didaktische Überlegungen, Prinzipien und Methoden zum Einsatz im inklusiven Unterricht aufzeigen.
... By responding to students' questions promptly and thoroughly, instructors confirm their students by responding to their questions promptly and thoroughly, which is positively associated with traditional learning outcomes (Goodboy & Myers, 2008). Although AI is perpetually available to answer students' content questions (Tack & Piech, 2022), instructors might prefer (or expect) their students to ask them academic questions directly to draw upon their expertise (Rocca, 2010). AI offers an alternative opportunity for students to receive similar information that a professor could have provided had they been asked. ...
Three within-subject experiments were conducted by providing students with answers to content questions across different subject matters (a definition, explanation, and example) offered by a human professor (subject matter expert) versus generative artificial intelligence (ChatGPT). In a randomized order, students read both the expert and ChatGPT’s responses (both were de-identified and declared to be ‘professors’ so students were not aware one was artificial intelligence), rated both explanations on teaching clarity and competence, and then reported on their affect toward the content and situational interest. Study 1 (interpersonal communication content) revealed no significant differences in repeated measure ratings comparing the expert versus ChatGPT. However, in Study 2 (business communication content) and Study 3 (instructional communication content), compared to the expert, ChatGPT (impersonating a professor) was rated by the same students as higher in teaching clarity and competence, and it generated more student affect and situational interest. In Study 2 and Study 3, a within-subjects mediation analysis revealed that ChatGPT generated more student affect toward the content through the clarity in responses it provided to students.
... Classroom involvement, defined as active engagement by Rocca (2010) and Dancer and Kamvounais (2005), includes planning, interpersonal and group skills, participation in discussions, and attendance. Fassinger (2000) defines it as any questions or remarks students offer or raise in class, while Francisco et al. (2022) measure it by the quantity of spontaneous classroom responses. ...
Recognizing the importance of students’ attitudes in enhancing their academic achievements, this qualitative study aimed to examine the role of second language (L2) willingness to communicate (WTC) in students’ English language achievements. The data were collected through semi-structured face-to-face interviews with 11 Afghan English as a Foreign Language (EFL) university instructors. The data was analyzed thematically, with findings being divided into major and sub-themes. The results revealed a positive relationship between students’ willingness to communicate and their language achievements. The effective strategies for promoting students’ WTC, as identified by the interviewed participants, were discussed. Specifically, the findings indicated that group work activities, exposure to authentic teaching materials, understanding students’ needs and wants, creating a comfortable learning environment, listening to and respecting students’ ideas, and acknowledging their achievements all contribute to promoting students’ WTC. Furthermore, the findings revealed that instructors struggle with challenges such as a lack of instructional resources, multi-level and large classes, which constrains teachers’ ability to implement activities to enhance students’ willingness to communicate in the English language. The discussion includes further analysis of the findings, recommendations, and suggestions for future research directions.
... Previous studies have shown that in terms of psychological factors, students' language anxiety, willingness to participate, embarrassment, and fear of pronunciation and grammar errors can also cause college students not participating in the classroom [1,2]. Gender, age, classroom size, culture, teacher characteristics, and classroom atmosphere all have an impact on The willingness of students to join in language classrooms [3]. In addition, many studies suggested that student participation in the classroom led a forward direction to students' development In terms of personality, way of handling things, and interpersonal relationships. ...
There are already many literature studies on the phenomenon of low classroom participation and lack of speaking among Asian students. Previous literature has shown that the academic success of university learning is closely related to classroom participation. Classroom participation promotes communication between teachers and students, helps students establish critical thinking, and enhances students' confidence. Nevertheless, students' enthusiasm for classroom participation is still not high. In this paper, through the literature research method, the problem of students participation in the language classrooms in college is analyzed. The study shows that flipped learning, online discussions, and incorporating classroom participation into classroom assessments can help students actively participate in language classrooms. These reasons and corresponding methods provide alternative, correct, and effective teaching guidance for Chinese language classroom teaching.
... While the features displayed on the TEACHActive dashboard might not directly correlate with effective instruction, they have been linked to behavioural engagement and participation. For instance, the hand raises feature may serve as an indicator of student participation with high frequency being correlated with student participation and behavioural engagement (Rocca, 2010). Furthermore, spatial data and kinesthetic patterns highlight actions that frequently occur in specific classroom areas as well as movement information. ...
There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the context of an automated classroom observation and feedback implementation project. Fifteen engineering instructors engaged in this research. The overarching goal was to investigate instructor teaching beliefs, pedagogical practices, and sensemaking processes regarding dashboard use. A grounded theory approach was used to identify categories related to instructor perceptions. Results revealed that instructor experiences inform both their present use of the dashboard and consequential future actions. A model is presented that illustrates categories included in instructor pre-use, use, and post-use of an automated feedback dashboard. An extension to this model is presented and accompanied by recommendations for a more effective future use of automated dashboards. The model’s practical implications inform both instructors and designers on effective design and use of dashboards, ultimately paving a way to improve pedagogical practices and instruction.
... By inviting students to critically think about a topic, our objective is to co-construct knowledge through classroom engagement between the students, and between the group of students and the instructor. The benefit of class participation has indeed been commonly recognized: research has shown that engaging students in activities during class, such as asking questions and contributing to discussions, can support learning processes and therefore enhance academic achievements (Rocca, 2010;Michael, 2006). By engaging in coop-erative learning, the students actively participate in the educational process (Cohen, 1991) which motivates them to progress. ...
... While the features displayed on the TEACHActive dashboard might not directly correlate with effective instruction, they have been linked to behavioural engagement and participation. For instance, the hand raises feature may serve as an indicator of student participation with high frequency being correlated with student participation and behavioural engagement (Rocca, 2010). Furthermore, spatial data and kinesthetic patterns highlight actions that frequently occur in specific classroom areas as well as movement information. ...
There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the context of an automated classroom observation and feedback implementation project. Fifteen engineering instructors engaged in this research. The overarching goal was to investigate instructor teaching beliefs, pedagogical practices, and sensemaking processes regarding dashboard use. A grounded theory approach was used to identify categories related to instructor perceptions. Results revealed that instructor experiences inform both their present use of the dashboard and consequential future actions. A model is presented that illustrates categories included in instructor pre-use, use, and post-use of an automated feedback dashboard. An extension to this model is presented and accompanied by recommendations for a more effective future use of automated dashboards. The model’s practical implications inform both instructors and designers on effective design and use of dashboards, ultimately paving a way to improve pedagogical practices and instruction.
... Mobile phones are the most preferred mobile devices due to their unique features such as portability, flexibility, adaptability, intuitiveness, and comparatively cheap prices [6]. Learners use mobile phones in m-learning for group discussions and peer reviews [7]. However, most research in m-learning has been driven by the technical capabilities of the mobile devices with little research on how meaningful and productive the mobile technology supports collaboration [8]. ...
Most Leaning Management Systems provide a facility for online group discussions. Grouping members together does not give a surety of their participation in those online discussions. However, intelligent agents can facilitate group participation to motivate members to participate effectively in group discussions leading to enhanced levels of group knowledge construction. This paper discusses an experimental design for evaluating agent-based facilitated group learner participation for online group discussions in mobile learning environments. The experiment uses two treatment groups and one control group. We compared the levels of group knowledge construction amongst the three groups. The findings showed improved levels of group knowledge construction in the treatment groups compared to the control group. Thus, we recommend the use of intelligent agents in facilitating group participation and subsequently improving the group knowledge construction in collaborative m-learning.
... When students engage in interactive and constructive ways with the subject matter, their learning increases [5]. In reviews describing the specific conditions necessary for student engagement in active learning methods, 'the teacher' is mentioned consistently as a determinant of success [6][7][8][9][10][11]. Teachers need to be competent in cultivating a learning environment in which students can engage with each other and the subject matter to develop themselves. ...
Introduction
Engaging students in small-group active learning methods is essential for their development. Yet, medical teachers frequently face difficulties in stimulating this engagement, resulting in students remaining passive or detached from the learning process. The aim of this study was to uncover ways in which expert medical teachers, proficient at cultivating high levels of student engagement, stimulate such engagement. This knowledge might inform faculty development initiatives, so that medical teachers can be better equipped to teach in a way that engages students.
Methods
We conducted an interview study using a constructivist grounded theory approach, integrating elements from appreciative inquiry. The eleven participants were qualified medical teachers who repeatedly received high scores on student engagement. Each interview was transcribed, coded, and analyzed using constant comparison until theoretical saturation was achieved.
Results
We constructed a grounded theory of expert teaching practice, describing student engagement as an integrated process consisting of three components: 1) aiming for a supportive learning environment; 2) employing a personal educational approach; and 3) facilitating the active learning process.
Discussion
This study uncovered that there are multiple ways to stimulate high levels of student engagement. Although there was consensus on the importance of a supportive learning environment and the ability to facilitate the active learning process, participants recognized the contextual nature of student engagement and took on a reflective mindset to adapt strategies to their specific situations. These findings highlight the need for faculty development initiatives to adopt a comprehensive, context-sensitive approach that considers the complexity of student engagement.
... There are many ways to measure students' participation in the classroom. Several authors have proposed specific ways to measure participation (Rocca, 2010). One of the possibilities to measure it is to have individuals other than the instructor assess participation, including outside observers, peers (though they may be biased), or tutors in that subject (Armstrong & Boud, in Rocca 2010). ...
Many students in 11 APL 2 of SMK-SMTI Pontianak were categorized as passive learners while learning English in the classroom and it affected their classroom participation. This research was done to know how the use of One Minute Paper (OMP) technique improved students’ participation in learning English. This is a classroom action research with the subject is 11 APL 2 (eleventh grade) students in SMK-SMTI Pontianak in the academic year 2018/2019. The data were taken by using observation checklists and field notes. After comparing and contrasting the result of the tools of data collection, the researcher found that the students’ participation had improved from cycle to cycle during the OMP. During answering the OMP questions, the students became more enthusiastic to find new (91%), actively asked their teacher (82%) and asked their peers (60%) when they faced difficulties. During the OMP presentation, many students gave positive nonverbal respond such as raising hands (70%), challenged others’ ideas confidently (65%) and became more enthusiastic to share their ideas (60%) because they had OMP as their guide. In conclusion, the use of One Minute Paper improved the students’ participation by helping them to be more enthusiastic and confident to participate in learning English.
... A major concern of HyFlex course modality is maximizing student engagement by successfully implementing active learning strategies across the three modes of engagement. Active learning -including, but not limited to, in-class exercises and discussions -have been shown to increase student learning and critical thinking (Rocca, 2010). Active learning and engagement is so crucial to successful learning that one of the most robust findings in the scholarship of teaching and learning involves the simple statement that students learn more when they are actively engaged with the material as well as with their professors and peers (Pascarella & Terenzini, 1991). ...
HyFlex learning (a course modality in which students have the week-to-week option to attend either virtually or in-person) has gained prominence due to the increasing demand for flexible education options, especially in master’s programs for working professionals. It is frequently touted as a solution to programs that want to include in-person requirements but struggle with enrollment challenges and need to increase flexibility. This paper discusses the conversion of a traditionally in-person course to a HyFlex Course and the adaption of several active-learning modules to the new course modality, answering the following research questions: 1) What are some identifiable best practices for HyFlex instruction? 2) What type of active learning exercises are appropriate for HyFlex classrooms, and what active learning exercises are difficult to curate in a HyFlex environment? 3) What are the equity concerns in a HyFlex classroom, and how can instructors ensure that students have access to the same high-quality education? This research, which consists of a literature review of best practices and a case study applying lessons to the conversion of active-learning modules to HyFlex practice, found mixed results regarding student success in HyFlex courses, emphasizing the importance of addressing the unique challenges posed by this modality. Some issues that are discussed include concerns about lack of consistency, technical issues, difficulty engaging asynchronously, increased instructor workload, management challenges, and the need for effective communication. In conclusion, it finds that HyFlex teaching offers flexibility but presents challenges that educators and institutions must address to create a successful learning environment that meets the needs of all students. Awareness of potential issues and the implementation of best practices can help mitigate these challenges and enhance the effectiveness of HyFlex instruction.
... First-generation college students often have personality traits (differences in self-esteem, communication apprehension, and social acceptance), requiring additional academic support [27]. They exhibit a hesitancy in sharing their thoughts [28], [29]. International students have often been nurtured in educational systems that are different from the system in the United States. ...
... In Astin's renowned work, involvement mediates the relationship between student achievement/development and institutional programs and policies [29]. STEMpathy respondents were queried about quality of interactions with faculty, as the role of such interactions is prioritized over attendance at college events by Astin and others in desire and intention to persist [30], [31]. This paper advances the suggestion that Astin's concept of involvement be augmented with the important notion of inclusion to address criticism of assimilationist assumptions in the former [24]. ...
... Flipgrid can be used to foster students' linguistic competence, but it can also be used in other non-linguistic areas in which, for instance, students can orally explain their research on certain topics. Cross-curricular contents and critical thinking and reflection can be easily developed and integrated in the curriculum thanks to the discussion the proposed topics may arise (Rocca, 2010;Zhang et al., 2007). Since topics are created by the teacher and time limits can vary, it is a valid tool for 7 The feeling of isolation or social presence has been defined as the ability "to project themselves socially and emotionally, as ‛real' people (i.e. ...
... Serembus and Murphy (2019) argued that Flipgrid discussions added social presence and increased students' engagement because of the use of authentic collaboration the tool provides as it has also been proved in this work. Those students participating in the Flipgrid experience have become more participative and active learners throughout the course, who have also developed their critical thinking and reflection through the discussion arisen in the different grids (Rocca, 2010), which make students be more mature and thoughtful. ...
This research has a goal, namely to determine the effect of learning motivation and interest in learning on learning participation in economics subjects at SMA Undiksha Singaraja Laboratory. This research uses a causal type of research. The population in this study were all IIS students at SMA Undiksha Singaraja Laboratory, as many as 60 students, namely 16 X IIS students, 21 IIS class XI students, and 23 students, so the total number of students was 60 students. For that research, all IIS class students were taken. The method of data collection used was a questionnaire; the data analysis technique used was multiple linear regression analysis, and the hypothesis tests used were t test, F test, and coefficient of determination using SPSS version 24. The results of this study indicate that there is a partial effect. Simultaneous learning motivation and interest in learning towards learning participation in economics subjects at SMA Undiksha Singaraja Laboratory.
In the academic journey, students frequently encounter challenges related to anxiety and interest in subjects like General Chemistry, which can affect their proficiency. This study aimed to explore the relationship between anxiety, interest, and their perceived level of proficiency in General Chemistry among STEM students, while identifying common causes of anxiety and the coping strategies employed. Anxiety, characterized by tension and fear, often impairs students’ performance and reduces their interest in mastering the subject. This study utilized both qualitative and quantitative methods, data were obtained through the administration of a survey questionnaire. The study found that students generally stay interested in General Chemistry, but many feel anxious, which affects their level of proficiency. Doing well in both basic and advanced Chemistry topics is connected to anxiety levels. The study also found gender has a significant difference in interest but not in anxiety. The findings showed that anxiety is important in how well students think they are doing, and that there is a need for good ways to deal with these problems. The study suggests improving teaching methods, getting ready for classes, and managing stress to help students do better in General Chemistry. Making a helpful and fair learning space is really important for making students better at General Chemistry and keeping them interested.
This study uses a quasi-experimental design to explore the role of natural language processing (NLP) and speech recognition technologies in supporting teacher interventions during collaborative STEM activities. The Speech Recognition Keywords Analysis System (SRKAS) was developed to extract keywords from student discussions, enabling real-time monitoring and timely teacher support. The study compares proactive and passive interventions, focusing on their effects on student engagement, anxiety, and confidence. Results show that proactive interventions enhance engagement, reduce anxiety, and increase confidence by providing immediate assistance. These findings highlight the value of technology-enhanced teaching strategies in collaborative learning and offer insights for improving student outcomes in STEM education.
WhatsApp is expected to increase students' active participation in learning English, and this article aims to show the role of it. This research uses collaborative Classroom Action Research using the Kemmis and Mc Taggart model. It was carried out at STIKES Mambaul 'Ulum Surakarta in the D3 Nursing Study Program in the second semester of the 2023/2024 academic year. The research subjects were 34 students. The object of research is active student participation. This research was conducted in 2 cycles, and each cycle contained 3 meetings, each cycle was conducted in 4 stages, namely planning, action, observation and reflection, while the research instruments were observation sheets and field notes. Data collection techniques were carried out using observation, interviews and documentation. The results of the research show that from pre research to cycle 1 there is improvement for 10.58%; and from cycle 1 to cycle 2, the improvement is 24.33%. It means the use of the WhatsApp application in English language learning in the D3 Nursing study program Stikes Mamba'ul 'ulum Surakarta, second semester can increase students' active participation. This is proven by the results of the research showing that in cycle I, there were several students who were less active, in cycle II, there was a significant increase in students' classroom participation.
Rapidly, new technology is being introduced into educational environments, oftentimes, with little research to support its usage. This chapter is a review of the research on and consideration of students' experiences when using the antecedent to many of these newer burgeoning technologies: the online, fully text-based discussion. The claim explored is that written discussion can have important implications for learning and the creation of a learning community in a classroom. The chapter first describes the historical roots of the tool and students' experiences of being engaged in online discussion. Following this, the chapter explores four problems that students, instructors, and/or course designers may encounter with online discussions, followed by potential solutions. The problems include 1) discussions not helping students learn, 2) teachers' uncertainty about their role in discussions, 3) students feeling disconnected from their peers, and 4) the need to be sensitive to students' differing goals and experiences.
The Internet is changing traditional classroom teaching. WeChat is a new online communication tool that is being used in teaching in China. However, few studies have explored the role and effectiveness of WeChat teaching. This study introduced a sustainable teaching mode to reveal how WeChat can be successfully integrated with traditional classroom teaching. The results showed that WeChat played a positive and effective role in student learning. The combination of classroom teaching with WeChat teaching extends the temporal, spatial, and subject matter aspects of education because it helps develop a sustainable and synergic learning community.
The college classroom is the main setting of higher education institutions, wherein students get unique opportunities to learn and form new relationships and experiences. This study aimed to provide a qualitative description of female students’ experiences of college classrooms. The participants were 28 undergraduate female students who were purposively selected from a public university in Iran. Content analysis was utilized to analyze the semi-structured interviews. The analysis of the student’s experiences revealed four main themes: “relational disruption,” “non-effective professors,” “challenging courses and learning,” and “classrooms as non-place.” The results also indicated a need to re-define and re-structure the college classrooms to meet the changing expectations, values, motivations, and preferences of the students. Finally, the authors discuss the implications of the study for policy, practice, and future research.
The learning journey toward sustainability requires the generation of action-oriented knowledge to understand the progress and potential adaptation of strategies to facilitate collective transformation. One integral area where advancing these strategies is essential is higher education. While efforts in the field have identified relevant learning objectives, pedagogies, and broader contributions for sustainability education to make, the sophistication of approaches to evaluating and enhancing collective learning has remained underdeveloped. This dissertation aimed to address this gap by exploring assessment in sustainability education, with the goal of supporting innovations in transdisciplinary practice by developing distinctive approaches for the field through deliberative processes that articulate design frameworks. The first study, Sustainability-Oriented Assessment, applied a formative intervention within an undergraduate course focused on professional skill development to demonstrate how a student-led rubric co-design process that drew from participative, normative, and integrative approaches contributed to student agency, expansive learning, and self-formation. The study demonstrated how students leveraged challenges and changing perspectives towards development as students and sustainability professionals. The second study, Boundary Crossings and Innovations, applied an exploratory action research approach within a community of practice of program leaders and instructors to identify barriers and possibilities for assessment practices, suggesting conceptual, practical, and logistical innovations. The strategies to enable these innovations focused on defining the field and articulating practice characteristics related to interdisciplinary approaches and transdisciplinary strategies, while meeting demands and facilitating ii innovations across course, program, and institutional levels. The third study, Assessment-Oriented Sustainability, applied a scoping literature review to develop a framework that integrates problem, solution, and learning orientations to sustainability by infusing educational purposes, processes, and principles to strengthen the efficacy of assessment approaches for transdisciplinary strategies. Insights from the three studies suggest that the practice of assessment plays multifaceted roles as it facilitates the design, implementation, and evaluation of sustainability endeavors. These roles include evaluative and formative functions as it appraises and advances learning, normative and deliberative functions in encouraging discussion and critical reflection, and adaptive and generative functions by indicating, motivating, and enabling dynamic learning and action for sustainability. iii ACKNOWLEDGMENTS
How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments ( N = 312 adults). In Experiment 1, we show that teachers select examples that account for learners' background knowledge, and adjust their examples based on learners' feedback. In Experiment 2, we show that learners strategically provide more feedback when teachers' examples deviate from their background knowledge. These findings provide a foundation for extending computational accounts of pedagogy to richer interactive settings.
Discussion is one of the most frequently used pedagogical techniques in international studies classrooms, but student participation in discussion is not always inclusive and equitable. This exploratory study aims to improve the quality of student participation in classroom discussion by replacing traditional hand raising with the Raised Block. We introduce the Block and assess instructor and student use during seminar discussions in a U.S. Naval War College security studies program. A series of surveys asked students and instructors if using the Blocks increased perceptions of inclusivity during class discussion. Quantitative and qualitative analysis of the survey data showed that using the Blocks led to more varied, dynamic, and engaged student participation in seminar discussions for a slight majority of students. This was particularly the case for “quiet” and international students who may find it challenging to enter politically charged discussions common in international and security studies classrooms. By organizing participation, lowering barriers to speaking, creating a persistent signal to participate, and managing dominant students, Blocks can create space in the discussion for students who may otherwise lack access and inclusion.
Introduction: The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves. Method: This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used. Results: In the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed. Discussion and Conclusion: The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.
While communication is central to effective classroom instruction, surprisingly little attention by communication scholars has been paid to classroom talk. This chapter surveys the classroom interaction literature in the hope that communication scholars will more often emphasize the characteristics, effects, and correlates of talk in instruction. Initially, a series of arguments are presented for studying classroom communication. This is followed by a summary of the main currents of research on classroom interaction focusing on experimental, systematic-observational, and descriptive-ethnomethodological approaches. Finally, a series of research issues are raised identifying some methodological and conceptual decisions that face the scholar interested in probing classroom communication.
Since we believe that the relationship between students and teachers is the result of responses to a negotiated social setting, we studied the impact of faculty members' interactional behaviors, particularly those indicating role distance from the powerful and all-knowing professor, on students' participation. We examined the effect of students' gender on their perceptions of male and female faculty members' behavior in the classroom. Findings generally indicated that interactional behaviors which show students the importance of their questions, ideas, and knowledge promote student participation regardless of the student's gender. Although female professors' courses were more likely to be those in which students participated the most, the findings also showed that participation was not affected by gender per se, but rather by how often the faculty member engaged in the behavior with the respondent. Consequently, faculty should often: 1) call on students when they volunteer, and call on them by name; 2) provide positive reinforcement in the form of encouragement and approval; 3) ask analytical (not factual questions) and provide students ample time to answer; and 4) ask for students' opinions even when they do not volunteer. The discussion section further elaborates on the implications of the findings for teaching and for future studies on this topic.
This study examines the nature of interaction in an online course from both teacher and student perspectives. Major components of a conceptual framework to identify interaction were identified. Data analysis suggested that the structure of the course, class size, feedback, and prior experience with computer‐mediated communication all influenced interaction. Results of the study reconceptualize interaction as a theoretical construct and emphasize the importance of socially constructed meanings from the participants’ perspectives.
The purpose of the present study was to explore the influence of individual and contextual factors on students' assessments of their own participation in the university classroom and of their professor's classroom behaviors. Classroom participation is considered by both female and male students to be one of the factors related to effective learning and to result in more positive views of the learning experience (Sadker & Sadker, 1994). Perceptions of the overall amount, the form of student participation, and students' general activity level were examined in the present study. Differences in the form of student participation are important, because certain types of participation are expected to be more responsible for students' impressions of the university classroom (e.g., more intrusive styles such as interrupting), to contribute more to effective learning and positive experiences (e.g., length of exchange), and to be more likely to demonstrate gender differences. Cornelius, Gray, and Constantinople (1990) and others (e.g., Fassinger, 1995a, 1995b) have emphasized that student participation is determined.
Classroom discussion is one of the most frequently used and often embraced pedagogical strategies. In attempting to enhance participation quality and discussion effectiveness, there is concern over what to do about students who are less inclined to participate voluntarily. We examined the context of intensive graduate business classes - in which the instructor had high expectations for participation, placed significant weight on the participation grade, and cold called (i.e., called on students whose hands were not raised). In a questionnaire, we asked students to identify what enhanced the quality of participation and the effectiveness of discussion in this class. Qualitative content analysis indicated that student responses clustered in several areas: (1) required/graded participation, (2) incorporating ideas and experiences, (3) active facilitation, (4) asking effective questions, (5) supportive classroom environment, and (6) affirming contributions/constructive feedback. The results strongly endorse the practice of cold calling. The class instructor utilized student responses to formulate future teaching strategies.
The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation. Participants were 225 students enrolled in a variety of introductory communication courses at a Midwestern university. Results indicate that (a) the relational and sycophantic motives to communicate are related to both student and instructor assertiveness and responsiveness, (b) the functional, participatory, and excuse making motives to communicate are related to student assertiveness, and (c) the participatory and functional motives are related to instructor responsiveness and student responsiveness, respectively. Moreover, it was found that (a) female students communicate more for the functional motive than male students and (b) male students communicate more for the relational and the sycophantic motives than female students.
This study investigated the relationship of oral communication apprehension and academic achievement in communication-restricted lecture courses and traditional life science laboratory courses. Three studies were conducted to test the effects of talking apprehension on academic achievement. Study One consisted of nonscience majors in the basic course in life science. Study two selected a sample of science majors in the basic course. Study three consisted of upper-division pre-medicai, pre-dental, and pre-pharmacy majors. No significant differences were detected. Pedagogical implications for reducing academic achievement problems associated with oral communication apprehension are also discussed.
In examining the state of the art in instructional and developmental communication, the authors define the scope of the Instructional and Developmental Communication Division of the International Communication Association. They then present an overview of the primary theories that have directed research in instructional communication since 1990 and identify the major areas of research, discussing representative studies within each area. Finally, they address major theoretical, conceptual, and methodological issues of importance to instructional and developmental communication researchers and, based on in-depth review of the literature in this area, recommend more research attention to (a) teacher-student interactions, as opposed to studies that examine just teacher or student communication alone; (b) student-student interactions, including collaborative learning; and (c) the impact of technology on student outcomes. Moreover, the authors note that to facilitate systematic advancement of this area, researchers should work to (a) acknowledge the distinction between instructional communication and communication education, (b) initiate and sustain programs of research, and (c) precisely define constructs to avoid confusion resulting from conceptual and operational overlap.
Extant research demonstrates how technology can support and augment traditional classroom teaching and improve learning. This paper introduces the Random Selector Model—a random selection technology tool—as a method for marketing educators to increase students’ preparation for and participation in class discussion. The Random Selector Model enables the instructor to select individual students or teams of students to participate in class discussion. Because the method is random, students view this approach as an interesting probability problem that motivates them to prepare in anticipation of being selected. Applications of the technology for the undergraduate marketing principles course and the MBA marketing management course are delineated. Students’ reactions to the method and technology are noted.
Research indicated that students develop a high degree of interest in their studies under such classroom management techniques as behavioral contracting, contingency management, and participation in classroom management. The latter technique was chosen and the experiment designed to determine whether or not the behavior of junior college students would be influenced by the opportunity to participate in classroom management. The measure of influence was the rate of appropriate behavior in the classroom (paying attention, responding, asking questions). A quasi-experimental Non-Equivalent Control Group design was used. The pretest data indicated that the experimental and control groups were not significantly different. The experimental group showed an increase of 16 percent in appropriate behavior after the treatment and the Mann-Whitney U test indicated that the increase was significant. The technique is recommended for immediate usage and further experimentation.
Observed a graduate level social psychology course with 13 students for 12 days in order to determine whether eye contact availability is sufficient to increase participation. The instructor's position was varied among the center seats on each of the 4 sides of a table so that he sat at each position 4 times. Hidden observers recorded the number of times students initiated discourse with either the instructor or another student. Results show that only eye contact availability was reliably related to participation, with Ss in high eye contact areas participating more than Ss in low eye contact areas. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Instructors can manipulate situational variables to help reduce situational anxiety and avoidance in their students. Research reported here tests variations in motivation (percent of grade for communication activity), acquaintance (communication partner as friend or stranger), and context of assignment for their effect on dispositional anxiety and avoidance. Each factor was varied in a cover story which students read and then responded to with a report of their likely anxiety and avoidance behavior. Results indicate that context strongly influences anxiety and avoidance, that motivation reduces reported anxiety for low and high CA students in public assignments, and that acquaintance influences low CA, but not high CA students.
Level of self-esteem was hypothesized to be related to aspects of participation in a classroom group. Three measures of self-esteem were used to test the hypotheses that college students with low self-esteem would (1) say less in class (2) contribute a smaller proportion of their thoughts to class discussion and (3) sit farther back in the classroom than Ss with high self-esteem. These hypotheses were not confirmed for the Coopersmith Self-Esteem Inventory (2) or for the Ziller Social Self-Esteem Scale (14) , but all were confirmed for the subscale of the Coopersmith inventory specifically related to school self-esteem (t= 2. 06, 3. 35, 3.86, p >.05, .01, .01.
We describe a method for assessing class participation by having students evaluate their daily verbal and nonverbal contributions and completion of reading assignments. Easy to reproduce and use for record keeping, the measure allows students and faculty to understand each other's perspective on the quality of the student's participation. Students reported that the measure encouraged regular class attendance, active verbal and nonverbal participation, and completion of reading assignments.
The purpose of the study was to investigate how graduate students (n = 14) participated in on-line discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. The types and amounts of communication statements that participants made in chats and threaded discussions were analyzed using a coding scheme developed by the researchers. Students were randomly assigned to either a small group chat or threaded discussion during one week. In the second week, the groups switched discussion modes and another topic question was provided. The researchers coded the transcribed discussions to determine whether the students' participation was substantive (directly related to the topic) or non-substantive (not directly related to the content) in nature. Results indicated that overall students' discussions included nine types of substantive and non-substantive comments. However, the participants when in the chat showed greater numbers of responding and reacting statements...
This investigation represents a substantial change in the way we examine classroom discipline and student resistance. Rather than focusing on student non‐compliance and other types of student misbehaviors, we examined teachers themselves as potential sources of instructional and/or motivational problems in the college classroom. Study 1 was designed to elicit inductively, college student reports of teacher misbehaviors. Results indicated 28 different categories of teacher misbehaviors. Study 2 was structured to (1) validate the obtained categories of teacher misbehavior types and (2) to determine whether or not a conceptually meaningful factor structure underlies the categories. Even though most students reported that the teachers referenced in study 2 infrequently engaged in each misbehavior type, a representative number of other teachers did. Importantly, the full range of frequencies was obtained across all 28 categories. Results were further corroborated with qualitative data. Factor analyses and factor matching procedures revealed that the teacher misbehavior categories could be both meaningfully and reliably reduced to 3 factors: Teacher Incompetence, Offensiveness and Indolence. Implications for managing student resistance in the classroom are discussed.
An investigation of student participation in liberal arts and sciences courses at a public university revealed that the amount of participation increased from introductory to upper-division classes, that traditional-age students lagged behind nontraditional students in participation, and that upper-level students participated differently than lower-level students. Student and faculty interviews revealed that each group had different definitions and expectations of student participation.
This paper describes a 30-year individual transition from traditional lecturing to more interactive undergraduate teaching. The advent of required evaluations by students in the late 1970s spurred efforts to be more responsive to students' questions and then to stimulate more questions and participation by students, and eventually led to giving formal credit for class participation. Small-group discussions (collaborative learning groups), simulation games, neighbor talk, and split-class debates were added later. Improved learning and use of student names, and the "muddiest point" technique, have been added more recently, as have extensive small-group class presentations. In the course on deviant groups, regular lectures are no longer given. Secret ballot evaluations by students have confirmed the value of these changes, most of which resulted from conversations with colleagues. Small-group discussions and group presentations to the class seem most valuable as general interactive substitutes for lecturing.
In this paper we describe two teaching techniques that can be used to supplement the standard lecture format in large sections of Sociology of Human Sexuality. The first is the traditional teaching practice of "homework assignments." Five types of assignments that have been used by the first author are described and their benefits to the students and the instructor are outlined. The second technique described is a procedure for having discussion sections when funds and/or graduate students are not available for this purpose. The second author of this paper has developed a system that involves having juniors, seniors, and graduate students who completed the introductory sexuality class take an upper-level sociology class, Sexuality Education. As part of the requirements for this advanced course, each student leads one discussion group that meets weekly throughout the semester. Both techniques are designed to make the course material more meaningful and personalized for the students in introductory sexuality courses.
The structure of communication assignments is an aspect of the class environment almost completely within the control of the educator, yet it is often overlooked as an influence on apprehensive and non‐apprehensive students. Although there are indications that structured tasks are helpful to apprehensive students, less attention has been directed toward potential debilitative effects of structure on non‐apprehensive students. The results of this study suggest an interaction between trait CA and task structure. Suggestions for structure‐added and structure‐reduced communication assignments are outlined to enhance the learning environment of students with varying levels of communication apprehension.
Some authors suggest that college faculty treat women in ways that decrease their achievement and lower their confidence. This survey found no support for this view and some evidence that women are treated as if they were more able than men; policy implications for higher education are discussed.
This investigation into classroom interaction uses survey data to assess why students offer comments or raise questions in class. Previous research assumed that instructors shape students' involvement. In this report, classes are recognized as groups able to influence students' participation. I investigate how class traits (e.g., interaction norms, emotional climate) and students' traits (e.g., comprehension, confidence) may encourage participation. Multiple regression analyses of professors' responses suggest that class interaction norms, students' preparation, and student-to-student interactions significantly shape class involvement. In contrast, students' responses highlight their confidence and its effect on class participation. The data suggest that faculty members may play a much less direct role in classroom interaction than has previously been assumed.
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Survey data from 1,059 students from a small, private college are used to assess why students offer comments or raise questions in class. Class traits and student traits explain the most variance. Neither professors' gender nor professors' interpersonal style plays a central role in class participation.
L'A. s'efforce de montrer l'utilite pedagogique de l'organisation de tables rondes permettant d'examiner et de conduire des discussions concernant des problemes sociaux. Il estime que ceci offre la possibilite aux etudiants de mieux comprendre les principes de l'analyse sociologique. Il decrit le fonctionnement de ces tables rondes. Il passe en revue les etudes publiees concernant les debats organises avec des etudiants. Il presente les differentes modalites d'evaluation de ce type de debat et analyse les modifications qui peuvent etre apportees dans l'organisation de ces debats
This paper integrates research on participation issues in online group interaction and instructional systems design in Higher Education (HE). The qualitative part of this research was conducted using a grounded theory approach. The paper discusses students' perceptions of the intervening conditions affecting participation in online groupwork. It also addresses both quality and quantity participation criteria. Finally, it bridges theory and practice by discussing the implications of the research findings for the design, development and delivery of online learning environments.
Previous research regarding students' verbal participation in the college classroom has focused largely on gender and class size. Using a triangulation of methods (observation, survey and interview), this study, conducted at an extension campus of a large state university, examines the impact of students' age on classroom discussion. Age, gender, attendance, week in the semester, and time of day are found to be significant determinants of verbal participation. The results indicate a ''consolidation of responsibility'' for participation. Students' reasons for their lack of participation are examined, as are their attitudes toward ''talkative'' students. Suggestions are offered for increasing participation.
A review of the literature on gender bias in the post-secondary classroom reveals that in many cases women students do not participate in class discussions as much as men students. Cause and effect cannot be determined from these studies, but a female teacher and teacher training in sex equitable behaviour are two factors associated with increased female participation. Studies examining student evaluations of teachers reveal that female students rate their female professors higher than their male professors. Research examining post-secondary experi-ences leading to women's achievement and self-confidence after graduation suggests that attending a woman's college and having female teachers are important. Future research is needed to determine the cause and effect relationship between specific classroom variables on women's classroom partici-pation, satisfaction, and achievement after graduation.
Student engagement is considered an important predictor of student achievement, but few researchers have attempted to derive a valid and reliable measure of college student engagement in particular courses. In 2 studies, we developed and explored the validity of a measure of student engagement, the Student Course Engagement Questionnaire (SCEQ). Exploratory factor analysis revealed 4 dimensions of college student engagement that were distinct and reliable: skills engagement, participation/interaction engagement, emotional engagement, and performance engagement. We reported evidence of the convergent and discriminant validity of the measure. In particular, we found relationships between factors on the SCEQ and self-report measures of engagement, endorsement of self-theories, goal preferences, and grades.
The purpose of this study is to explore silence as a means of communication through the perceptions of non-native-English-speaking graduate students studying at US academic institutions. Beyond issues related to culture and language, there may be other reasons to explain the silence of students.
The researchers, in the context of LEAD 713, a graduate-level online course at Regent University, consider whether the systematic use of instructor-initiated audio e-mails (as a supplement to regular textual forms of communication) will increase students' participation in group discussion and result in more favorable student perceptions of student/faculty relationships and quality of group discussion, a greater sense or feeling of online community, and a higher degree of satisfaction with the overall learning experience. The results as a whole appear to challenge the researchers' initial assumptions. Benefits of audio e-mails are discussed and future research designs are suggested.
Using a qualitative research methodology (observations and interviews), I examined how the implementation of an interactive distance learning network impacted the communication and learning process in the classroom. The analysis revealed that instructors who used a sense of humor in dealing with technical nuances, used a relaxed interpersonal style focusing on the interaction across the sites, and involved students directly in the course content were perceived as more successful on the network. It also revealed that communication and interaction were hampered by the cameras, the microphones, and by the students seeing themselves on the television monitors. Thus, the findings suggest that technological classroom designs of the future need to be more conducive to the interpersonal dimensions of classroom communication to help bridge the “psychological distance” as well as the physical distance.
Student‐centred university classrooms not only support student learning but also provide a forum to practise the skills of democratic participation, a particularly important set of skills for citizens in young democracies like Turkey where this study takes place. Yet, often classroom assessment methods do not match these innovative teaching methods and, therefore, do not encourage students to increase and learn from their participation. This paper describes how two professors bridged innovative classroom instruction and student participation through the use of a detailed, written description of in‐class participation. They document the changes in their classroom practices and the student responses to these innovations and assessments.
In an attempt to understand what factors motivate teacher education students to participate in class discussions, questionnaires were administered to students from two teacher education programs in the U.S.A. In addition, 30 students were interviewed. Findings point to the estimation of the worth of one's ideas as a key issue in class discussions. Men and older students believed that their ideas made important contributions more often than other students. Findings revealed that the topic, the classroom climate, and advance preparation are central factors influencing students' participation. The importance of fostering students' reflection about, as well as through, discussion is emphasized.