Investigating Clicker Discussions:
Students, Instructors, and Classroom Culture
Previous research has shown that students learn from talking to their peers when discussing in-class clicker questions. However, the features that characterize such productive discussion are unknown. We have analyzed a large set of recorded student conversations during clicker questions to try to uncover the impact of instructor cues, question difficulty, and social factors on student discussions. Our analysis suggests that students usually use reasoning to help explain answers to each other, and that the extent of their reasoning is influenced by instructor cues. Further analysis of group dynamics and other social factors may help us understand how to provide an environment that encourages learning through peer discussion.
Monday, November 5, 2012
Arthur St. John Hill Auditorium
Room 165, Engineering and Science Research Building
Refreshments will be served in the ESRB Lobby at 2:45 pm