This study explores teams engaged in student-to-student collaborative test-taking. Participants w... more This study explores teams engaged in student-to-student collaborative test-taking. Participants were undergraduate students enrolled in 16-week Team-Based Learning (TBL) course who completed the Readiness Assurance Process four times throughout the semester. A mixed-methods approach incorporated the transcription of intragroup dialogue coded to measure the amount of verbal communication, nonevidence, evidence, and process dialogue to then quantitatively analyze how student ability influenced students’ collaborative test-taking interactions. Results demonstrate high ability members’ contributions in talk time, evidence, and nonevidence to team conversation. Low-ability members’ offered similar contributions to test functionality process dialogue. Findings suggest intragroup communication plays a vital role in TBL, particularly in terms of how member ability enhances and detracts from discourse and accountability. The implications indicate that team members must feel empowered to communicate with peers to enhance team decision-making, and educators play a critical role in framing team discussions for collaborative test-taking when using TBL.
The panelists answer questions from the audience. Jennifer Bartlett moderates the discussion. The... more The panelists answer questions from the audience. Jennifer Bartlett moderates the discussion. The above video is available for download in mp4 format by clicking the Download button on the right. Photos of this segment are available for download as the additional files listed below
ABSTRACT This study incorporates communication accommodation theory to investigate how student pe... more ABSTRACT This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and student support) and students’ reported outcomes. Specifically, nonaccommodation related to nonverbal responsiveness and student support resulted in less communication satisfaction and instructor–student rapport when controlling for student sex and expected grade in a course. Contrarily, only nonaccommodation related to content knowledge predicted processing fluency. The research provides instructional communication researchers with a unique theoretical framework for conceptualizing and assessing student perceptions while also raising important questions regarding how students prioritize effective teaching behaviors in context. Practical implications are provided for how instructors better assess and enact behavior relative to individual student needs.
Teacher identity is one of the more relevant character-istics that could differentially impact st... more Teacher identity is one of the more relevant character-istics that could differentially impact student outcomes related to HIV or pregnancy prevention instruction. Theoretically, permanent classroom teachers (PCTs) and temporary health educators (THEs) share the same com-petencies, as required by the National Commission for Health Education Credentialing. In addition, national standards do not differentiate by professional setting, and should not result in different student outcomes. There is conflicting evidence in the literature regarding the impact of THEs. Some research suggests that students are less comfortable discussing sensitive issues with THEs, and recommends that involving teachers or other perma-nent school staff would enhance prevention programs (Yoo, Johnson, Rice, & Manuel, 2004). Conversely, THEs have also been shown to be highly effective in HIV and pregnancy prevention program facilitation (Morris, Ulmer, & Chimnani, 2003). However, there is scattered evidence fro...
This study explores teams engaged in student-to-student collaborative test-taking. Participants w... more This study explores teams engaged in student-to-student collaborative test-taking. Participants were undergraduate students enrolled in 16-week Team-Based Learning (TBL) course who completed the Readiness Assurance Process four times throughout the semester. A mixed-methods approach incorporated the transcription of intragroup dialogue coded to measure the amount of verbal communication, nonevidence, evidence, and process dialogue to then quantitatively analyze how student ability influenced students’ collaborative test-taking interactions. Results demonstrate high ability members’ contributions in talk time, evidence, and nonevidence to team conversation. Low-ability members’ offered similar contributions to test functionality process dialogue. Findings suggest intragroup communication plays a vital role in TBL, particularly in terms of how member ability enhances and detracts from discourse and accountability. The implications indicate that team members must feel empowered to communicate with peers to enhance team decision-making, and educators play a critical role in framing team discussions for collaborative test-taking when using TBL.
The panelists answer questions from the audience. Jennifer Bartlett moderates the discussion. The... more The panelists answer questions from the audience. Jennifer Bartlett moderates the discussion. The above video is available for download in mp4 format by clicking the Download button on the right. Photos of this segment are available for download as the additional files listed below
ABSTRACT This study incorporates communication accommodation theory to investigate how student pe... more ABSTRACT This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and student support) and students’ reported outcomes. Specifically, nonaccommodation related to nonverbal responsiveness and student support resulted in less communication satisfaction and instructor–student rapport when controlling for student sex and expected grade in a course. Contrarily, only nonaccommodation related to content knowledge predicted processing fluency. The research provides instructional communication researchers with a unique theoretical framework for conceptualizing and assessing student perceptions while also raising important questions regarding how students prioritize effective teaching behaviors in context. Practical implications are provided for how instructors better assess and enact behavior relative to individual student needs.
Teacher identity is one of the more relevant character-istics that could differentially impact st... more Teacher identity is one of the more relevant character-istics that could differentially impact student outcomes related to HIV or pregnancy prevention instruction. Theoretically, permanent classroom teachers (PCTs) and temporary health educators (THEs) share the same com-petencies, as required by the National Commission for Health Education Credentialing. In addition, national standards do not differentiate by professional setting, and should not result in different student outcomes. There is conflicting evidence in the literature regarding the impact of THEs. Some research suggests that students are less comfortable discussing sensitive issues with THEs, and recommends that involving teachers or other perma-nent school staff would enhance prevention programs (Yoo, Johnson, Rice, & Manuel, 2004). Conversely, THEs have also been shown to be highly effective in HIV and pregnancy prevention program facilitation (Morris, Ulmer, & Chimnani, 2003). However, there is scattered evidence fro...
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