Class participation as a pedagogical tool in social work education

Orwat, John; Kumaria, Shveta; Spira, Marcia; Boyle, Lynn; Besinger, Amanda

doi:10.1080/02615479.2017.1401601

Cited by 7 publications

(4 citation statements)

References 33 publications

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“…To encourage student participation, instructors typically incorporate strategies such as instructor-initiated questions that aim to prompt responses from students. However, these strategies tend to be limiting, since only one person responds at a time [46], and interactions can be dominated by certain students [20]. While cold-calling (i.e., calling on students without warning) can diversify students who respond, it can be disadvantageous for more introverted individuals and students from other backgrounds [43].…”

Section: Student-instructor Interaction: Class Participationmentioning

confidence: 99%

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms

Yarmand

Solyst

Klemmer

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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Section: Student-instructor Interaction: Class Participationmentioning

confidence: 99%

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms

Yarmand

Solyst

Klemmer

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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“…Class participation may be defined in its broadest form as student engagement in material across all modalities of instruction (Orwat et al, 2018). It is an active engagement process (Dancer & Kamvounias, 2005) considered essential to learning development by both faculty and students (Fritschner, 2000).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…The classic conception of class participation, which is limited to verbal interactions, has been overtaken by a much broader view, including anything that causes students to be more involved in active learning forms (Orwat et al, 2018). Class participation is a multidimensional concept that comprises many aspects that suggest evidence of student engagement, such as preparation prior to class (Dancer & Kamvounias, 2005; Hard & RaoShah, 2022), attendance (Dancer & Kamvounias, 2005; Fritschner, 2000; Hard & RaoShah, 2022), contribution to class activities and discussions (Dallimore et al, 2010; Dancer & Kamvounias, 2005; Fritschner, 2000; Xu & Qiu, 2022) and frequent small tasks (Challis et al, 2010; Tang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Class participation and feedback as enablers of student academic performance

et al. 2023

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In an educational context focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, therefore, providing feedback on class participation grades is challenging for lecturers. In this study, the Work-In-Class Assessment Tool (WICAT) designed by researchers is a multidimensional system that grades class participation by assessing students’ attendance, active listening, contribution to class activities, and performance in frequent small tasks. The WICAT allows lecturers to clearly and objectively grade class participation while providing students weekly feedback on their in-class performance. This study aims to analyze the effect of the WICAT and weekly feedback on students’ academic performance. The results from an experiment with 699 accounting students over the 2016 to 2019 period showed that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, the results showed that students assessed by WICAT were 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed did not affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to plan course syllabuses and where to focus in-class efforts.

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“…The classic conception of class participation, limited to verbal interactions, has been overtaken by a much broader view, including anything that causes students to be more involved in active learning forms (Orwat et al, 2017). Class participation is a multidimensional concept that comprises many aspects that suggest evidence of student engagement, such as preparation prior to class (Dancer & Kamvounias, 2005;Hard & RaoShah, 2021), attendance (Dancer & Kamvounias, 2005;Fritschner, 2000;Hard & RaoShah, 2021), contribution to class activities and discussions (Dallimore et al, 2010;Dancer & Kamvounias, 2005;Fritschner, 2000;Xu & Qiu, 2020) and frequent small tasks (Tang et al, 2020;Thomlinson et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Class participation and feedback: a bet on the winning horse?

Márquez¹,

LAZCANO²,

Bada³

et al. 2022

Preprint

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<p>In an educational environment focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, so providing feedback on class participation grades is challenging for lecturers. The Work-In-Class Assessment Tool (WICAT) we designed enables instructors not only to grade class participation clearly and objectively but also to provide students with weekly feedback on this class participation grades. This paper aims to analyze the effect of WICAT class participation grades and weekly feedback on students' final exam performance. We conducted an experiment with 699 accounting students over the 2016-2019 period. Our results show that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, our results suggest that a student assessed by WICAT was 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed seemed not to affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to design course syllabuses and where to focus in-class efforts.</p>

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Class participation as a pedagogical tool in social work education

Cited by 7 publications

References 33 publications

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms

Class participation and feedback as enablers of student academic performance

Class participation and feedback: a bet on the winning horse?

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