Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice

Hora, Matthew T.; Ferrare, Joseph J.

doi:10.2505/4/jcst14_043_03_36

Cited by 45 publications

(65 citation statements)

References 15 publications

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“…However, transitioning from traditional lecture-based learning to a new classroom model requires a paradigm shift from teacher-centered to student-centered learning [6]. Although some scholars debate about whether the dichotomy of lectures versus active learning is meaningful in today's higher education classrooms [7,8], this paper assumes that flipped classrooms represent a different instructional model that can complement, rather than replace, traditional approaches to education.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Jang

Kim

2020

Education Sciences

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This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

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Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Jang

Kim

2020

Education Sciences

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“…While research conducted with the TDOP has shed light on the insufficiency of descriptors such as “lecturing” (Hora & Ferrare, ) and documented in teaching across disciplinary groups (Hora & Ferrare, ), one issue has been underexamined—whether the instructional systems‐of‐practice framework and the TDOP can contribute insights to the prevalence and nature of active learning. In this paper, I describe techniques for combining TDOP codes to detect the presence of active learning using the Differentiated Overt Learning Activities (DOLA) framework, which is a taxonomy of classroom‐based active learning modalities based on observable student behaviors (Chi & Wylie, ).…”

Section: Introductionmentioning

confidence: 99%

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

Hora

2015

Sci. Ed.

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Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems‐of‐practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about teaching in science classrooms in more multidimensional terms. Using descriptive statistics and social network analysis, I examine the teaching practices employed by a group of science and engineering faculty (n = 56). Results indicate the extensive use of lecturing with premade visuals (observed in 65% of all 2‐minute intervals comprising a class). However, the majority of instructors (n = 34) lectured for periods of 20 minutes or less. Using the Differentiated Overt Learning Activities (Chi & Wylie, 2014) framework to interpret TDOP codes, the data reveal lower rates of active learning modalities including “being active” (students answering questions, 28%; students problem solving (PS),15%), “being constructive” (students asking questions, 4%; students doing creative tasks, 2%), and “being interactive” (students working with peers to do creative tasks, 2%). Results indicate variation across disciplines and course contexts, that active learning is embedded within PowerPoint lectures, and that small group work exercises are not synonymous with constructivist activities. Implications for research, practice, and policy are discussed.

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“…In classes with a high percentage of verbal exposition, faculty may also use a variety of teaching modalities and rhetorical strategies. The intensity of exposition can also vary substantially (e.g., from 10 to 100% of a class), such that lecturing is rarely an either/or proposition (i.e., a dichotomous variable) (2).…”

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confidence: 99%

Limitations in experimental design mean that the jury is still out on lecturing

Hora

2014

Proc. Natl. Acad. Sci. U.S.A.

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Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice

Cited by 45 publications

References 15 publications

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

Limitations in experimental design mean that the jury is still out on lecturing

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