A New Dimension in Student Learning: Measuring Wait Times

Yuen, Joe Chun-Hung; Cheung, Albert C.; Fung, Kai-Tat; Lai, Alvin C.K.; Leung, Chung-yin; Lo, Siuming

doi:10.1007/978-3-642-45272-7_9

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Given the higher-level thinking that must be utilized for responding to more sophisticated questions, another aspect of questioning of interest is that of wait time, or the time between question end to learner response or teacher interjection. Many researchers have investigated the optimal wait time to allow the learner time for question digestion and answer synthesis; nearly all agree that at least 3 seconds should be given to the learner to allow for a thoughtful response (17,18,(22)(23)(24). The percentage of questions answered and the quality of answers given improve when wait times of 3 seconds are greater are attained.…”

Section: Introductionmentioning

confidence: 99%

It's worth the wait: optimizing questioning methods for effective intraoperative teaching

Barrett

Magas

Gruppen

et al. 2017

ANZ Journal of Surgery

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Intraoperative questioning is not aligned with higher level thinking. The majority of questions were Bloom's level 3 or below, limiting the complexity of answer formulation. Most responses were given within 2 s, hindering opportunity to pursue higher-order thinking. This suggests including higher level questions and tailoring questions to learner level may improve retention and maximize gains. In addition, with attendings answering 20% of their own questions, increasing their wait time offers another area for teaching development.

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Section: Introductionmentioning

confidence: 99%

It's worth the wait: optimizing questioning methods for effective intraoperative teaching

Barrett

Magas

Gruppen

et al. 2017

ANZ Journal of Surgery

View full text Add to dashboard Cite

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Plant system simulation for engineering training workshops

Pons

Pearse

2019

Comp Applic In Engineering

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Plant system engineering (PSE) is a method of efficiently integrating machinery and human labor. Studies in PSE have been mainly concerned with production facilities rather than teaching facilities. Conventional simulation methods assume that the product moves through the workstations. In the more complex situation of the training workshop, both the student and the artifact being produced move through the workstations. Hence a training workshop requires a fundamentally different way of approaching the simulation. Also, the waiting time experience of the students needs consideration, from a teaching perspective. We adapted the system simulation methodology by including multiple work‐streams through the workshop, and by adding decision stages into the model. The method was applied to a training workshop. The results identified specific changes in the way the students were assigned to machines, and the number of different types of machines, that would improve the operation of the facility. The improvement measures were reduction in waiting time by students, and greater machine utilization. Multiple different class sizes were explored. The approach is broadly applicable to other situations where the people move through a facility along with a partially completed physical product. This work develops an approach to optimize the performance of a manufacturing system, for the unusual class situations where the product moving through the simulation is not merely a physical product as in conventional simulation approaches, but rather the combination of people (students) and their partially completed physical product.

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A New Dimension in Student Learning: Measuring Wait Times

Cited by 2 publications

References 9 publications

It's worth the wait: optimizing questioning methods for effective intraoperative teaching

It's worth the wait: optimizing questioning methods for effective intraoperative teaching

Plant system simulation for engineering training workshops

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