What Type of Debrief Is Best for Learning during Think-Pair-Shares?

Autor/inn/en	Barrett, Martin; Hershock, Chad; McCarthy, Michael; Melville, Michael; Mertz, Joe
Titel	What Type of Debrief Is Best for Learning during Think-Pair-Shares?
Quelle	In: Teaching & Learning Inquiry, 9 (2021) 1, S.45-60 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Teaching Methods; Active Learning; Computer Science Education; College Instruction; Instructional Effectiveness; Cognitive Processes; Difficulty Level; Graduate Students; Masters Programs + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Computer science lessons; Informatikunterricht; Hochschullehre; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several "second generation" questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the "Share" phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students' exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01