Teacher-student discourse in active learning lectures: case studies from undergraduate physics

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active eng...

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Bibliographic Details
Published inTeaching in higher education Vol. 23; no. 7; pp. 818 - 834
Main Authors Wood, Anna K., Galloway, Ross K., Sinclair, Christine, Hardy, Judy
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.10.2018
Taylor & Francis Ltd
Subjects
Active Learning
dialogic
Dialogs (Language)
dialogue
discourse
Discourse Analysis
Distance learning
flipped classroom
Foreign Countries
Higher education
Interaction
Interactive learning
Introductory Courses
Lecture
Lecture Method
Physics
Science Instruction
Teacher Student Relationship
Technology Uses in Education
Undergraduate Students
Undergraduate Study
Video Technology
United Kingdom (Edinburgh)
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Summary:In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as 'ideologically dialogic'
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2017.1421630