Owens, M. T. | Search bioRxiv

bioRxiv2024

Development of the Follow-Up Discourse Observation Protocol (FUDOP) for characterizing instructor active-learning follow-up behaviors

Instructors can provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students can receive feedback from the instructor. However, there is little research on the effects of different types of follow-up behaviors. Follow-up after active learning can be seen as a form of discourse between the instructor and the entire class. Previous researchers developed the Classroom Discourse Observation Protocol (CDOP) to analyze discourse between the instructor and individual students or small groups. We used CDOP as a starting point to develop and validate a new protocol, the Follow-Up Discourse Observation Protocol (FUDOP), to characterize instructional follow-up behaviors to the entire class after active-learning activities. We then used FUDOP to characterize follow-up behaviors of multiple instructors in introductory biology courses at three different universities. We measured consistent differences in these behaviors across instructors but not within instructors, demonstrating that instructors may engage in consistent follow-up behaviors. FUDOP could allow instructors and researchers to better measure and analyze follow-up behaviors and their effects, which could in turn provide guidance to instructors and faculty developers.

scientific communication and education↗

bioRxiv2022

Effect of time spent on active learning on exam performance: A controlled case study on a course with different instructors but identical teaching materials

Active learning, including student thinking and discussion in class, has been shown to increase student learning gains. However, it is less clear how variations in how instructors implement active learning affect student gains. Our study aims to investigate the extent to which the time spent on individual episodes of active learning activities influences student performance. We hypothesized that instructors who let students spend more time on peer discussion and individual thinking on practice problems associated with particular learning objectives will have better student exam scores on exam questions addressing those objectives. To test this hypothesis, we obtained a large data set of classroom recordings and student exam scores from an introductory biology course at a large four-year university, where three instructors shared identical teaching materials and exams for different course offerings. Contrary to our hypothesis, although the three instructors spent significantly different amounts of time on episodes of thinking and peer discussion, there was no correlation between the total time spent on active learning activities and student performance on exam questions. Linear mixed-effects modeling of the effect of length of episodes of student thinking and discussion on exam score found that the amount of course time spent on active learning activities did not reliably predict student performance on associated exam questions. This result held true even when only considering learning objectives with high variations in performance between offerings, difficult exam questions, exam questions requiring higher-order thinking skills, or within-instructor performance. Although our study was only conducted in one course, our results imply that time spent per individual episode of student thinking or peer discussion may not be the primary factor explaining the positive effects of active learning and that it may be worthwhile to explore other factors.

scientific communication and education↗