How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement

Böheim, Ricardo; Schnitzler, Katharina; Gröschner, Alexander; Weil, Maralena; Knogler, Maximilian; Schindler, Ann-Kathrin; Alles, Martina; Seidel, Tina

doi:10.1016/j.lcsi.2020.100450

Cited by 30 publications

(30 citation statements)

References 62 publications

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“…Even though a causal direction cannot be inferred, these findings do suggest that APT may serve as a buffer against the negative academically relevant social-emotional effects of COVID-19. These findings are also in line with recent work, showing positive associations between general measures of student motivation, engagement and APT in face-to-face settings (e.g., Böheim et al, 2021 ). In the present study, we found that more APT was associated with higher student self-efficacy, more performance-oriented goals, more academic engagement, and less study-related burnout.…”

Section: Discussionsupporting

confidence: 92%

“…One of the hallmarks of dialogue-rich instruction is that it encourages active student participation: Students are expected to participate actively and contribute self-generated, genuine contributions to open-ended questions and explore them collaboratively. Recent research in face-to-face settings has shown that more APT is indeed associated with more overall student motivation and engagement ( Böheim et al, 2021 ; Kiemer, Gröschner, Pehmer, & Seidel, 2015 ; Wu, Anderson, Nguyen-Jahiel, & Miller, 2013 ). In the present work, we sought to examine if the same applies to online, remote teaching and whether, as such, it might mitigate the adverse effects of COVID-19 on student academic motivation and engagement.…”

Section: Introductionmentioning

confidence: 99%

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Classroom discussion practices in online remote secondary school settings during COVID-19

Gutentag¹,

Orner²,

Asterhan³

2022

Computers in Human Behavior

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Classroom discussion practices in online remote secondary school settings during COVID-19

Gutentag¹,

Orner²,

Asterhan³

2022

Computers in Human Behavior

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“…Evidence from school settings shows that productive, learning oriented instructional discourse has measurable positive effects, e.g. regarding learning outcomes (24)(25)(26). With respect to medical education, such effects are just as plausible, but have rarely been deliberately investigated.…”

Section: Discussionmentioning

confidence: 99%

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Gartmeier¹,

Hapfelmeier²,

Grünewald³

et al. 2021

Preprint

Self Cite

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Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars.Methods: We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar.Results: Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time.Discussion: We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

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Section: Discussionmentioning

confidence: 99%

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Gartmeier¹,

Hapfelmeier²,

Grünewald³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars. Methods We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar. Results Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time. Discussion We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

show abstract

How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement

Cited by 30 publications

References 62 publications

Classroom discussion practices in online remote secondary school settings during COVID-19

Classroom discussion practices in online remote secondary school settings during COVID-19

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

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