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Course characteristics influencing students’ oral participation in higher education

dc.date.accessioned2023-07-31T09:25:30Z
dc.date.available2023-07-31T09:25:30Z
dc.date.issued2022-11-21
dc.identifierdoi:10.17170/kobra-202307218440
dc.identifier.urihttp://hdl.handle.net/123456789/14949
dc.description.sponsorshipGefördert im Rahmen des Projekts DEALger
dc.language.isoeng
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjecthigher educationeng
dc.subjectlearning environmenteng
dc.subjectoral participationeng
dc.subjectstudent contributionseng
dc.subjectstudent questionseng
dc.subjectteaching behavioureng
dc.subject.ddc370
dc.titleCourse characteristics influencing students’ oral participation in higher educationeng
dc.typeAufsatz
dcterms.abstractMany teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public university in Germany; variables were measured by trained observers as well as by the attending students. Student oral participation was indicated by the number of student questions, the number of student contributions, and an engagement rate denoting the breadth of participation in a course. Three multiple regression analyses revealed a differentiated pattern of results: Whereas the number of student questions increased with the level of demand and a positive course atmosphere, the number of contributions and the breadth of participation were both closely linked to the number of teacher questions posed, but were also influenced by student preparation, level of demand, and the teaching culture of the subject discipline. Class size did not have a significant effect on any of the three participation measures. With respect to empirical research on student participation, the study shows the necessity for a differential approach and the consideration of teachers’ interactive behaviour. Regarding the design of learning environments and the manner of teaching, three implications for practitioners are to ask questions, to be friendly, and to assign homework.eng
dcterms.accessRightsopen access
dcterms.creatorMundt, Elisabeth
dcterms.creatorHänze, Martin
dc.relation.doidoi:10.1007/s10984-022-09437-7
dc.subject.swdHochschulbildungger
dc.subject.swdLernumweltger
dc.subject.swdUnterrichtsbeteiligungger
dc.subject.swdLehrerverhaltenger
dc.type.versionpublishedVersion
dcterms.source.identifiereissn:1573-1855
dcterms.source.issueIssue 2
dcterms.source.journalLearning Environments Researcheng
dcterms.source.pageinfo427-444
dcterms.source.volumeVolume 26
kup.iskupfalse


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