Innovating in University Teaching Through Classroom Interaction

Abstract

Previous research has shown that the best educational practices are built on the basis of interaction in the classrooms, regardless of their level. However, the dialogue among the students themselves and between them and the teacher is still more scarce than desirable, especially in the university context. Taking this weakness into account, the authors of this contribution propose a Teaching Innovation Project (TIP) as a means of confronting the reality of this matter and advancing in it through an interdisciplinary collaboration involving 16 teachers, who participate as external observers, representing all the Faculties from the University of Cantabria (Spain). Here, we present the design of the TIP that we are currently developing, the working methodology and an advance of the first partial results. Specifically, each of the 16 people involved in this TIP will externally evaluate 6 teachers from their own field of knowledge. The aim is to identify varied interaction practices throughout the university. To develop this process we have designed three observation scales: one for students, another for the teacher in action and a third for the external observer. Data will be collected between October 2018 and May 2019. The ultimate goal is to promote innovation in university teaching through interaction in the classroom in order to achieve the active learning of the students. We hope to contribute to inspire other universities that may be interested in following our steps.

Video technologies for professor-student interaction in online teaching

“…The testimonies collected show a high satisfaction of the people who approach these technologies and their great potential to promote interaction in teaching, especially in the asynchronous one, which is the most inaccessible, since it is developed in different times and spaces for professors and students (Alarcia & Bravo, 2012;Alvarez-Alvarez et al, 2019;Alvarez-Alvarez, 2017;Burns et al, 2020;Comer & Lenaghan, 2013;Hernández & Álvarez-Álvarez, 2018;Vercellotti, 2018). The testimonies collected also reveal an idea pointed out in the state of the art: the preference for graphic and visual material that helps to understand the contents (Arnone & Grabowski, 1992;Roberts, 2019;Silverajah & Govindaraj, 2018).…”

“…Previous research has shown that it is important to promote interaction in university teaching because it allows to promote teaching relationships based on dialogue, promote participation and encourage the involvement of students, as well as promote more effective teaching-learning processes (Alarcia & Bravo, 2012;Alvarez-Alvarez et al, 2019;Álvarez Álvarez, 2017;Burns et al, 2020;Comer & Lenaghan, 2013;Hernández & Álvarez-Álvarez, 2018;Vercellotti, 2018).…”

Validación de un cuestionario para la evaluación de la interacción en la enseñanza universitaria

“…Dada su relevancia para la mejora de la calidad de la enseñanza universitaria, el estudio de la interacción en los procesos de enseñanza-aprendizaje dentro del aula es un fenómeno con una larga trayectoria de investigación (Álvarez-Álvarez et al, 2019;Bai y Chang, 2016;Carr, 2015;Dwyer, 2015;Hardman, 2015;Steen-Utheima y Wittekb, 2017;Vercellotti, 2018;Wells, 2001). Autores como Vercellotti (2018) y Hardman (2015) muestran que la comunicación entre el docente y estudiantes, así como entre los propios estudiantes, es esencial para fomentar la interacción en el aula universitaria.…”

“…Aunque se han publicado varios trabajos sobre este tema (Álvarez-Álvarez et al, 2019;Exley, 2013;Duschl y Osborne, 2002;Gauci, Dantas, Williams y Kemm, 2009;Haneda, Teemant y Sherman, 2016;Majlesi y Broth, 2012;Scott, Montimer y Aguilar, 2006;Stockero, Rupnow y Pascoe, 2017), se ha detectado que no existe una definición comúnmente aceptada para el concepto "interacción". En este trabajo se toma como referencia la definición propuesta por Howe y Abedin (2013).…”