Techniques for rapid quantitative assessment of activity levels in small‐group tutorials

Abstract

Two techniques for the rapid quantitative analysis of student participation in small-group teaching were investigated. In the first approach an observer, who also acted as a 'critical friend', recorded the length of individual contributions using a computer keyboard as a simple timing device. In the second approach, small-group sessions were recorded with a portable stereophonic audiotape recorder. The teacher was recorded on one channel, all students on the other. A computer program produced automated analysis of these small group interactions by computing relative amount of speech on each channel. Simple analysis produced automatically by the programs revealed the overall style of the tutorial--variably 'mini-lectures' by teachers with very little participation by the student body, rapid 'question and answer' sessions with about equal teacher/student body involvement or 'mini-presentations' by students with the teacher offering sparse comments in the manner of a facilitator. By presenting results in a graphic format, teachers can be given rapid objective feedback on their teaching style. Coupled with short verbal/non-verbal quizzes at the end of tutorials and information from other assessments, the value of using levels of participation as a measure of the efficiency of such small-group sessions can itself be assessed.

What Do We Know About Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning?

“…Exploratory questioning often preceded cumulative reasoning and handling conflicts mainly occurred after the first 20 min. Prinz et al (1998) developed and investigated techniques for rapid quantitative assessment of activity levels in small-group tutorials. Two techniques for the rapid quantitative analysis of student participation in small-group teaching were investigated.…”

Development of a teaching style inventory for tutor evaluation in problem-based learning

“…5 In a study of tutor-student interaction in PBL using direct observation and computer analysis of audiotapes, researchers found that most tutorials began with a minilecture where the teacher did all the talking. 6 A study of three PBL groups at the University of Toronto revealed a low awareness of effective group dynamics and an absence of a mechanism for feedback of problems. 7 In PBL tutorials, students with dominant tutors might miss opportunities to prioritise their learning needs, ask and answer crucial questions, and synthesise their learning.…”

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

“…Prinz JF et al, have demonstrated two methods of monitoring student-teacher interaction, namely, real-time analysis of individual contributions by an observer and automated analysis of audio tapes by an off line computer. These methods can be used as a feedback by the faculty to improve their teaching and interactive skills [14]. Sometimes, conflicts arise during interactions and these should be effectively handled.…”