A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.
Meaningful online discussions that promote learning and build community usually do not happen spontaneously. They require planning, good use of questioning techniques, and incentives for student participation.
One instructor’s study of student participation in online discussions in two of his asynchronous online courses over a five-year period has yielded some interesting results that have influenced how he conducts his courses.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion
Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?
It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.
In a study of student participation in threaded discussions, Scott Warnock, an assistant professor of English at Drexel University, found that students who post early in threaded discussions tend to do better (as measured by course grades) than those who procrastinate.