Preference for Anonymous Classroom Participation

Latham, Alyson; Hill, N. Sharon

doi:10.1177/1052562913488109

Cited by 26 publications

(7 citation statements)

References 51 publications

(114 reference statements)

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“…The anonymity feature was said to increase students' willingness to participate in class and make the class more interactive. Latham and Hill (2013) also confirmed similar preferences of students for anonymity in their study and encouraged students' anonymous participation in the classroom. The present research differed from the two previous studies in that it was the online chat box that brought forth anonymous participation in this study while similar engagement was accomplished by electronic response systems in the two previous studies (Heaslip et al, 2013;Latham and Hill, 2013).…”

Section: Discussionsupporting

confidence: 63%

“…For instance, researchers have looked into the effectiveness of student participation in learning (Crosthwaite et al, 2015;Chou & He, 2016). They also examine different kinds of student participation such as voluntary participation, (Dallimore et al, 2012), anonymous participation (Latham & Hill, 2013) oral participation, and silent participation as well as online discussion (Kim et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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What Does the Online Chat Box Tell: A Mixed Study of Student Participation Indicated by Online Chat Data and Other Variables in an Online English Course

Huang

2023

EJOE

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Student participation is essential to both teaching and learning, especially in the online instruction mode. The present study aims to examine student participation and their relations with other variables such as learning outcome and teaching performance in a university English course online. Participants were 84 sophomores of English Education majors at a university who learned an English course on an online learning platform. Both qualitative data from the chat box of the online learning platform and quantitative data of students’ final scores and their scores of course evaluation were employed. Follow-up semi-structured interviews were also conducted to provide further insights into the findings. Results showed that student participation indicated by the online chat data was extensive and active, with all participants engaged and an average of 112 messages sent per student over the semester in the online English course. Further correlational analyses found that student participation was not significantly correlated with either learning outcome indicated by students’ final scores or teaching performance indicated by their course evaluation scores. However, interview data revealed that online chat boxes had contributed to lower-risk and more active online participation in several ways including attenuating participation apprehension, improving concentration on instruction and building a learning community. Implications of the findings were discussed and suggestions for future research were provided. Article visualizations:<img src="/-counters-/soc/0011/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 63%

Section: Introductionmentioning

confidence: 99%

What Does the Online Chat Box Tell: A Mixed Study of Student Participation Indicated by Online Chat Data and Other Variables in an Online English Course

Huang

2023

EJOE

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“…First, instructors must consider instruction and expectations from the student perspective and think about how we might inadvertently isolate students from marginalized backgrounds. Students from cultures with highly defined power distance, for example, may be hesitant to jump into large classroom conversations if put on the spot without warning (Latham & Hill, 2014). Silence in the classroom should not always be taken as a sign of disengagement; it may signal deeper differences in understanding or comfort with the type of engagement encouraged in class.…”

Section: Small Changes: Pedagogical Changes In Your Classroommentioning

confidence: 99%

I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms

Rogelberg

Summerville

Ruggs

2020

Ind. Organ. Psychol.

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Diversity and inclusion is one of the four areas in which Kath's and colleagues' (2021) focal article recommends instructors apply findings from the I-O psychology field to their own teaching practice when teaching undergraduate I-O psychology classes. One suggested large-scale change recommends that instructors engage in culturally responsive teaching practices by becoming diversity experts and allies to diverse people. This commentary builds on their suggestion by giving a more nuanced perspective of culturally responsive teaching practices based on Geneva Gay's (2002) work. Culturally responsive teaching (CRT) practices could make I-O psychology more appealing to a greater number of undergraduate students but, perhaps more importantly, encourage more minority students (otherwise largely underrepresented in I-O psychology) to join the field. Further, CRT exposes students in the majority to a wider array of experiences, which can increase their understanding and affinity toward people from other social groups. In this way, CRT can serve as a tool to teach empathy, which can improve attitudes toward and about people from different social groups (Bouley & Godfrey, 2008). Culturally responsive teaching Culturally responsive teaching uses "the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively" (Gay, 2002, p. 106). Although Gay's article relates to cultural and ethnic diversity, practices could (and should) be expanded to include all students who may otherwise be marginalized: first generation, LGBTQ, international, veterans, and students with disabilities. One of the five skills required of CRT instructors is to have a solid knowledge base around cultural diversity which includes three core pieces (Gay, 2002). First, instructors must know the values, traditions, communication, learning styles, and how people from different cultural and ethnic backgrounds relate to each other. This knowledge is essential because it has implications for classroom strategies and pedagogy. Second, instructors need to know the content written about diverse populations and include this information in instruction. Last, instructors must know about and use scholars from diverse backgrounds as exemplars in instruction. Interest is piqued and learning is accomplished when contexts are familiar and students can relate parts of their identities to those they are learning about (Gay, 2002). Educating all students about diversity and inclusion Educating all I-O undergraduate psychology students about diversity and inclusion will help them educationally and professionally. For students from marginalized backgrounds, CRT can help

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“…The positive feedback of the majority paves the way for the lecturer to continue lecturing. However, given the diversity of the audience, the level of understanding tends to change because some will be fast learners while others might be slow or moderate on a certain topic, and will refrain from expressing their concerns due to certain reasons such as shyness [13].…”

Section: Introductionmentioning

confidence: 99%

Data Model for Evaluation of Audience Feedback in Lectures

Abedi

Koubeissi

2020

International Journal of Circuits, Systems and Signal Processing

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- In this article, we discuss the importance of interactivity during lectures and means to evaluate the feedback of the audience. We conduct a literature review on the subject and propose accordingly, a data model for the evaluation of audience feedback in lectures at microscopic and macroscopic levels. We propose a detailed scenario and examine how we are able to simulate such a scenario using the designated data model.

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Preference for Anonymous Classroom Participation

Cited by 26 publications

References 51 publications

What Does the Online Chat Box Tell: A Mixed Study of Student Participation Indicated by Online Chat Data and Other Variables in an Online English Course

What Does the Online Chat Box Tell: A Mixed Study of Student Participation Indicated by Online Chat Data and Other Variables in an Online English Course

I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms

Data Model for Evaluation of Audience Feedback in Lectures

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