Are we winning?! A team challenge to engage students in the large lecture introductory communication course

2.50
Hdl Handle:
http://hdl.handle.net/10547/622551
Title:
Are we winning?! A team challenge to engage students in the large lecture introductory communication course
Authors:
Jacobi, Laura
Abstract:
The development and implementation of a semester‐long team challenge in an introductory level communication course is described. The team challenge was developed to encourage active engagement of students with large lecture material and to build community within lab sections of the course. Teaching assistants were trained to observe and record participation, distraction, and attendance levels in the large lecture portion of a hybrid course, ‘Fundamentals of Communication.’ Assessment of the team challenge as a case study reveals higher levels of verbal participation and attendance, and lower levels of distractions (i.e. use of cell phones, side conversations, late arrivals to class). In addition, there were other unexpected outcomes related to the way in which students were dispersed in the lecture hall. Results are discussed along with implications pertaining to the role of teaching assistants, the utility of competition versus collaboration in academia, and the definition of participation across all student populations.
Citation:
Jacobi, L. (2018) 'Are we winning?! A team challenge to engage students in the large lecture introductory communication course'. Journal of pedagogic development 8 (1)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2018
URI:
http://hdl.handle.net/10547/622551
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/424
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorJacobi, Lauraen
dc.date.accessioned2018-03-22T13:54:35Z-
dc.date.available2018-03-22T13:54:35Z-
dc.date.issued2018-03-
dc.identifier.citationJacobi, L. (2018) 'Are we winning?! A team challenge to engage students in the large lecture introductory communication course'. Journal of pedagogic development 8 (1)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622551-
dc.description.abstractThe development and implementation of a semester‐long team challenge in an introductory level communication course is described. The team challenge was developed to encourage active engagement of students with large lecture material and to build community within lab sections of the course. Teaching assistants were trained to observe and record participation, distraction, and attendance levels in the large lecture portion of a hybrid course, ‘Fundamentals of Communication.’ Assessment of the team challenge as a case study reveals higher levels of verbal participation and attendance, and lower levels of distractions (i.e. use of cell phones, side conversations, late arrivals to class). In addition, there were other unexpected outcomes related to the way in which students were dispersed in the lecture hall. Results are discussed along with implications pertaining to the role of teaching assistants, the utility of competition versus collaboration in academia, and the definition of participation across all student populations.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/424en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectlarge lectureen
dc.subjectengagementen
dc.subjectparticipationen
dc.subjectattendanceen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleAre we winning?! A team challenge to engage students in the large lecture introductory communication courseen
dc.typeArticleen
dc.identifier.journalJournal of pedagogic developmenten
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