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Improving Learning Effects of Student-Led and Teacher-Led Discussion Contingent on Prediscussion Activity
- Source :
-
Journal of Experimental Education . 2024 92(4):626-643. - Publication Year :
- 2024
-
Abstract
- This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture groups attained better scores through teacher-led discussions. To substantiate the joint effect, we attempted to elucidate students' outcomes through moment-by-moment analyses of cognitive-behavioral engagement observed during discussions. Students assigned to the self-study and student-led discussion groups displayed consistently high engagement throughout their discussions, however, the engagement dropped sharply in teacher-led discussion. Meanwhile, student engagement increased over time in the teacher-led discussion group after the class listened to a lecture. The results of moderated mediation analysis showed that discussion formats moderated by prediscussion activity affected students' cognitive-behavioral engagement, which led to their learning. Therefore, our findings contribute to a new perspective of engagement as a student learning in discussions and imply that teachers can induce students' engagement leading to superior learning outcome by combining appropriate instructional strategies and classroom discussion.
Details
- Language :
- English
- ISSN :
- 0022-0973 and 1940-0683
- Volume :
- 92
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Journal of Experimental Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1433958
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/00220973.2023.2221394