Promoting Engagement and Learning: Using the Fishbowl Strategy in Online and Hybrid College Courses

Han, Mihyun; Hamilton, Erica R.

doi:10.1080/87567555.2021.2024127

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…This "Fishbowl" activity is a multimodal active learning strategy where students use multiple senses, moving from the inner to the outer circle and vice versa. Research supports using "Fishbowl" as an effective active learning strategy to engage students with various abilities and in multiple settings (Cummings, 2015;Han & Hamilton, 2021;Knoll, 2019;Priles, 1993;The Southern Poverty Law Center, n.d.;Yabarmase, 2013;Yustiati et al, 2015).…”

Section: Students Leading the Discussionmentioning

confidence: 99%

Reflection on Business Communication in a “Fishbowl”: Increasing Active Learning and Course Effectiveness While Lowering Disconnection

Leslie,

Johnson-Leslie

2023

JHETP

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Active learning is synonymous with learning by doing. Power in learning by doing has been amplified by a Confucian scholar “What I hear, I forget. What I see, I remember. What I do, I understand” (Xunzi, 340- 245 BC). In the business communication class, hearing is less effective than seeing and is less effective than experience. True learning must be active, where students’ experiences produce action and connection to the real-world workplace. This pilot study explores the “Fishbowl” active learning method to teach business communication. This case study is anchored in reflective practice and the theory of learning by doing. Data were collected from instructor reflections and students’ self-report data from class discussions during the spring 2022 semester. Findings indicate that (1) practical class discussions amplify the voices of the students rather than the teacher (2) students are willing to be actively engaged with the content if allowed, (3) asking open-ended, analytical, or opinion questions increase class participation, and (4) effective teaching and learning occurs when instructors engage in reflective practice.

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Section: Students Leading the Discussionmentioning

confidence: 99%

Reflection on Business Communication in a “Fishbowl”: Increasing Active Learning and Course Effectiveness While Lowering Disconnection

Leslie,

Johnson-Leslie

2023

JHETP

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“…The theoretical design of Feedback Chats was grounded in two alternative pedagogical teaching approaches that have been successful at providing students with more teacher-student engagement and feedback both broadly and in CM specifically: the flipped classroom and the fishbowl strategy (Han & Hamilton, 2023;Lee et al, 2016). In a flipped classroom, lecture and homework are reversed, or flipped, so that homework can be done in class while the teacher is available to answer questions and offer guidance (Lee et al, 2016).…”

Section: Designing Feedback Chatsmentioning

confidence: 99%

“…Class time is a workshop, not a lecture hall. The fishbowl strategy is a constructivist approach in which the students in an "outer circle" observe those in a smaller "inner circle" as they openly discuss course subject matter with their peers and the teacher watching (Han & Hamilton, 2023). Students in the classroom are encouraged to overhear each other, share their insights, and judge what ideas they want to adopt or reject.…”

Section: Designing Feedback Chatsmentioning

confidence: 99%

Feedback Chats: Providing Individualized Feedback in a Construction Management Classroom

Barnes

EPiC Series in Built Environment

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Construction management (CM) students need more feedback from their teachers—feedback that is timely, individualized, informational, and edifying. Unsurprisingly, this is very difficult for CM teachers to provide given their constraints in both time and resources. This paper describes one way to offer CM students more feedback using a novel pedagogical method called “Feedback Chats” that applies elements of the flipped classroom and the fishbowl teaching strategy to free up class time for students and teachers to connect individually and regularly. Feedback Chats were first implemented in an undergraduate CM course called Housing and Land Development located at a major university in the southeast United States. Based on thematically analyzed data from end-of-course surveys administered by The University, students felt that Feedback Chats were effective, and they appreciated the direct and routine student-teacher contact that the teaching method provided. Key takeaways from this exploratory study are that feedback needs to be (1) timely, even before an assignment is submitted, if possible, (2) spoken, not written, and (3) committed to by the teacher ahead of time. (4) CM Teachers should recognize that even with Feedback Chats, class time will always be scarce.

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Can I See Your Answers? Applying the Fishbowl Method in Marketing Analytics Classes

Jiang,

Lu,

Yuen

et al. 2024

Journal of Marketing Education

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Data-driven marketing analytics courses are integral to modern business management degrees in universities, yet many graduates focus solely on single, separated data analysis techniques during their learning process, hindering effective integration and practical performance. This study proposes that employing the Fishbowl method, which divides students into “fish” or “observers” to facilitate active problem-solving and analytical reflection, can effectively empower students to augment their learning and performance in marketing analysis by strengthening their metacognition. This research also explores the moderating effects of task complexity and students’ divergent thinking. Two field experiments (41 Cohort 22/23 students in Study 1; 39 Cohort 23/24 students in Study 2) were implemented. The results revealed that the Fishbowl method significantly enhances students’ metacognition, which affects their task-solving performance. Furthermore, students with higher (lower) divergent thinking perform better and are better suited to the observer (fish) roles. This moderating effect was strengthened when the task complexity was high. This study bridges the use of the Fishbowl method with the enhancement of metacognition in the context of marketing analytics courses. Appropriate utilization of the Fishbowl method during marketing analytics courses, along with grouping students based on their thinking traits, can significantly enhance learning effectiveness and performance.

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Promoting Engagement and Learning: Using the Fishbowl Strategy in Online and Hybrid College Courses

Cited by 3 publications

References 23 publications

Reflection on Business Communication in a “Fishbowl”: Increasing Active Learning and Course Effectiveness While Lowering Disconnection

Reflection on Business Communication in a “Fishbowl”: Increasing Active Learning and Course Effectiveness While Lowering Disconnection

Feedback Chats: Providing Individualized Feedback in a Construction Management Classroom

Can I See Your Answers? Applying the Fishbowl Method in Marketing Analytics Classes

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