Measuring student discussion engagement in the college classroom: a scale validation study

McAvoy, Paula; Hunt, Tenah; Culbertson, Michael; McCleary, Kate S.; DeMeuse, Robert J.; Heß, Diana

doi:10.1080/03075079.2021.1960302

Cited by 5 publications

(4 citation statements)

References 40 publications

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“…The findings of this study reveal that the accuracy of the use of the discussion method can only be performed by lecturers who have high teaching skills with proven certification experience. Lecturers who have been certified can show that they have professional skills in using and developing discussion methods in lectures (McAvoy, et al 2021;Ugwu, Jatau, & Gwamna, 2020). Lecturers who can apply the discussion method in lower grades combine the use of their discussion method with high self-esteem.…”

Section: Discussionmentioning

confidence: 99%

“…Comparison between the suitability of the method with teaching material and the implementation of the discussion method in classroom learning has shown better results in terms of accuracy than between the discussion method and other methods (McAvoy, et al 2021;Abdulbaki, et al 2018;Hoover, 2015), mostly when global criteria, rather than multidimensional, are used Long, 2020). However, the suitability of the discussion method with teaching material is not without problems.…”

Section: Introductionmentioning

confidence: 99%

“…For example, empirical results that show a high degree of accuracy are reported in and Abdulbaki, et al (2018), while research by Harding (2018), , Brookfield & Freskill (2005) and Dallimore, Hertenstein & Platt (2004) among others, show a low level of accuracy. The literature shows a series of methodological and psychological reasons for disagreement about the accuracy of the use of this discussion method (McAvoy, et al 2021;Keshavarzi, et al 2016;Parka, et al 2015;Tambak, 2021;Reznitskaya, et. al.…”

Section: Introductionmentioning

confidence: 99%

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Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Tambak

Hamzah²,

Ahmad³

et al. 2022

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Discussion method are increasingly popular in the learning, but in terms of its accuracy, mixed results are reported without clear reasons. This research aims to explore the impact of gender and teaching duration on discussion method accuracy in Islamic higher education. To evaluate the accuracy of the use of the discussion method, lecturer's teaching duration and gender, a quantitative study with a correlation approach was used. A research project, which deals with the use of discussion methods in lectures using questionnaires, was carried out in two faculties at two universities. Data were collected from 175 lecturers involved in this research. The analysis is differentiated based on the gender and level of teaching duration of lecturers in the competencies being assessed. The results show that the accuracy of the use of the discussion method is low and is related to the gender of the lecturer, that males perceive themselves to be higher in the use of the discussion method than females, and that even using method analysis with methods and implementation in the classroom. Lecturers who teach more than 30 years tend to have higher accuracy in using the discussion method than those with lesser tenure. The findings of this study have implications for the development of "the use of discussion methods in higher education" and it is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the use of the discussion method.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Tambak

Hamzah²,

Ahmad³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Several research results have proven the influence of instructor interactivity in the classroom on online teaching, including active learning (Muir et al, 2019), instructor presence (Roque-Hernández et al, 2021), discussion and assessment techniques (Chakraborty et al, 2021;McAvoy et al, 2022), and feedback . Some of these study areas are topics often studied with the needs and values of instructor interaction.…”

Section: Instructor Factormentioning

confidence: 99%

Student performance in online learning higher education: A preliminary research

2022

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The impact of student performance is the focus of online learning because it can determine the success of students and higher education institutions to get good ratings and public trust. This study explores comprehensively the factors that can affect the impact of student performance in online learning. An empirical model of the impact of student performance has been developed from the literature review and previous research. The test of reliability and validity of the empirical model was evaluated through linguist reviews and statistically tested with construct reliability coefficients and confirmatory factor analysis (CFA). Overall, the results of this study prove that the structural model with second-order measurements produces a good fit, while the structural model with first-order measurements shows a poor fit.

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The development and cross-cultural validation of a Student Online Learning Experience Scale

Wilczewski,

Gorbaniuk,

Mughan

et al. 2024

Journal of Further and Higher Education

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Measuring student discussion engagement in the college classroom: a scale validation study

Cited by 5 publications

References 40 publications

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Student performance in online learning higher education: A preliminary research

The development and cross-cultural validation of a Student Online Learning Experience Scale

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