Group Random Call Can Positively Affect Student In-Class Clicker Discussions

Knight, Jennifer K.; Wise, Sarah; Sieke, Scott

doi:10.1187/cbe.16-02-0109

Cited by 23 publications

(25 citation statements)

References 25 publications

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“…In our study, higher-level questions prompted more meaningful discussions than lower-level questions as evidenced by increased instances of conceptual explanation, re-evaluation, and co-construction of understanding in response to such questions. This finding is in contrast to Knight et al (2016) and James and Willoughby (2011), who did not find a strong influence of Bloom's level on quality of student discussion. In these studies, students were just as likely to make arguments using reasoning in response to questions that were rated as low level on the Bloom scale.…”

Section: Codes Transcript (Team 14)contrasting

confidence: 99%

“…Our third recommendation relates to the role of accountability in the quality of student discussion. Holding students accountable for their answers to questions posed in class may be an important contributing factor in producing high-quality discussion (Dallimore et al, 2006;Knight et al, 2016). This responsibility can be imposed at both the team and individual level.…”

Section: Conclusion and Recommendations For Practicementioning

confidence: 99%

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Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course

Leupen

Kephart

Hodges

2020

LSE

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Group activities as part of active-learning pedagogies are thought to be effective in promoting student learning in part because of the quality of discussion they engender in student teams. Not much is known, however, about which instructional factors are most important in achieving productive conversation or how these factors may differ among different collaborative pedagogies. We explored what provokes meaningful group discussions in a university physiology course taught using team-based learning (TBL). We were most interested in discussions that evoke explanations that go beyond statements of basic facts and into disciplinary reasoning. Using transcribed conversations of four randomly selected teams three times throughout the semester, we analyzed three distinct discursive phenomena—conceptual explanations, re-evaluations, and co-construction—that occurred in productive conversations. In this paper, we provide examples from student discussions showing the role of each of these elements in moving students toward conceptual understanding. These phenomena were more likely to occur in response to higher-order questions in Bloom’s taxonomy. Preclass preparation and student accountability as part of TBL may be important factors in this finding. We share implications for practice based on our results.

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Section: Codes Transcript (Team 14)contrasting

confidence: 99%

Section: Conclusion and Recommendations For Practicementioning

confidence: 99%

Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course

Leupen

Kephart

Hodges

2020

LSE

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“…Social incentives can also impact peer discussion. For example, randomly calling on groups to explain reasoning for an answer rather than asking for volunteers increases exchanges of reasoning during peer discussion ( Knight et al. , 2016 ).…”

Section: What Instructional Practices Promote Productive Peer Interacmentioning

confidence: 99%

“…However, it clearly improves students’ use of reasoning and argumentation skills ( Knight et al. , 2013 , 2016 ), which may contribute to student learning in nonobvious ways. Avoiding the pitfalls discussed in this article and maximizing the benefits of peer instruction require that instructors carefully construct challenging questions and intentionally promote classroom norms that value reasoning and argumentation.…”

Section: What Challenges Are Associated With Peer Instruction?mentioning

confidence: 99%

Peer Instruction

Knight

Brame

2018

LSE

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Peer instruction, a form of active learning, is generally defined as an opportunity for peers to discuss ideas or to share answers to questions in an in-class environment, where they also have opportunities for further interactions with their instructor. When implementing peer instruction, instructors have many choices to make about group design, assignment format, and grading, among others. Ideally, these choices can be informed by research about the impact of these components of peer instruction on student learning. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education at http://lse.ascb.org/evidence-based-teaching-guides/peer-instruction. The guide provides condensed summaries of key research findings organized by teaching choices, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.

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“…Instructors for synchronous classes can use "Random call" techniques where students know that they will be responsible for answering questions or presenting their group's work. Consistent use of random call decreases student anxiety in class discussions (Dallimore et al, 2012), increases participation by women students (Eddy et al, 2014) and may improve the quality of overall student participation (Knight et al, 2016). Implementation of tools that allow students to ask questions without knowledge of their peers (e.g., chat boxes, www.incognea.to) or to present responses anonymously (e.g., Poll Everywhere, Kahoot, Socrative) can help increase diversity of participation and reduce student anxiety.…”

Section: Integrating Active Learning Online: Challenges and Solutionsmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

Harris

McCarthy

Wright

et al. 2020

Preprint

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The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underrepresented in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper we offer strategies and techniques that weave together active and inclusive teaching practices and challenge faculty to commit to making small changes in the fall as a first step to more inclusive teaching in ecology and evolutionary biology courses.

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Group Random Call Can Positively Affect Student In-Class Clicker Discussions

Cited by 23 publications

References 25 publications

Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course

Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course

Peer Instruction

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

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