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EOS-SEI: Research for Classroom Observations

Abstract of this project

In order to measure student engagement, we developed an objective, quantitative classroom observation protocol and applied it to a large, multi-instructor, first-year Oceanography course that used both clickers and traditional lecture styles. Observation data show that student engagement is strongly correlated to teaching practices and is higher when instructors employ active learning techniques. More specifically, student engagement is overwhelmingly higher during clicker questions than didactic lecturing. When analyzed further, student engagement immediately following a clicker question varied significantly with the qualities of the question:  if the question was too easy then student engagement decreased during follow-up. Conversely, clicker questions involving challenging ideas or multiple plausible answers kept students engaged longer. Overall, student engagement was highest when questions generated learner discussion or stimulated student questions.  Moreover, student engagement was higher when the instructor stimulated and summarized student interaction than when the instructor didactically explained answers.  Results showed good external validity as three instructors of varying teaching expertise showed similar trends in student engagement based on pedagogy. The classroom observation data help identify best teaching practices and provide continual feedback to instructors.   This work was presented at International Conference on Information Communication in Education and the Improving University Teaching 34th International Conference, where it won best poster award.  The classroom observation protocol and engagement based on best clicker practices are currently in prep for publication.

People (contacts)

Products (papers, presentations, etc)

Intentions and anticipated benefits to undergraduate learning

Instructors are using results to improve time spent in lectures.