Examination of student behavior in the college classroom led to the conclusion that the following organizational features promote a lack of student involvement in the classroom: (1) responsibility consolidation (a small percentage of students do the talking); (2) the tendency by instructors to avoid calling upon specific students; (3) infrequent…

This study evaluated the relationship between psychological traits of campus-based undergraduate students and their preference for face-to-face (FtF) or computer-mediated communications (CMC), investigating the validity of transferring CMC instructional strategies from distance education to traditional classrooms. Thirty-eight students (80%) of…

Reports on a study of student-student interaction via computer-mediated communication (CMC) in an undergraduate course at a British university. Analysis focused on: (1) interaction patterns within groups; (2) the influence of the tutor's "virtual absence," and (3) students' and tutors' evaluation of the experience. Most students valued…

Discusses the role of the tutorial as a teaching method suitable for developing a student's verbal skills of discussion, questioning, and group interaction, and describes a study which measured active student participation in tutorials. Strategies by which tutors can increase this participation are suggested. (EAO)

Forty college students of second-year French were used to study the extent to which individual learners exercise initiative in structuring classroom talk. Textual outcomes of four typical tasks for pairs were examined. Interactions were coded in four areas (topic, self-selection, allocation, and sequencing); results showed variation in the extent…

This article describes a teaching experiment in Finland to develop critical thinking and argumentation skills in a university course using both face-to-face and e-mail settings. Subjects (n=49) were advanced students of education and three faculty members. All students received two lectures on argumentation and packages of argumentative writings…

The effects of faculty training in sex equitable and effective interaction skills were assessed. Twenty-three professors participated in a two and one-half day training workshop that focused on (1) the elimination of sex-biased teacher-student interactions in the classroom; and (2) the distribution, precision, and quality of teacher responses to…

Student activities relating to the "Vietnam Moratorium" during the month of November, 1969, at the University of Maryland were assessed using observer ratings and descriptions and a pre-post questionnaire. The observational procedure included: an adaptation of Bales Interaction Process Analysis; estimates of crowd size, participation,…

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

This paper explores the value, the sources, and the components of energizing experiences in college classrooms. Energizing experiences are described as moments of interest and excitement or vitality within the college classroom environment. Data on energizing experiences were gathered from the team teaching experiments by graduate students in…

This study investigated the extent of student interaction in undergraduate classrooms and the relationship between instructor techniques and interaction, as well as differences in interactions experienced by freshmen compared to those of juniors and seniors (upperclassmen). Survey questionnaires were completed by 36 instructors, 226 freshmen, and…

Limitations of past research on college teaching and a recent exploratory study are considered. The study focused on the degree to which teachers encourage, praise, or use student ideas; the degree to which teachers ask questions that encourage evaluative and divergent thinking; the degree to which students make higher levels of cognitive…

Investigates the use of computer conferencing in a second-language context with five English-for-Academic-Purposes students for the purposes of conducting discussions and introducing the students to writing as a process. Students dominated during discussions and received increased commentary on their writing; although the technology did not cause…