Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course
Meaningful student–instructor interactions during an undergraduate degree course can have important effects on student learning. The format by which those interactions are made possible can vary greatly. We investigated the preferred modality of contact and students’ reasons for contact across sever...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2022-01-01
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| Series: | FEBS Open Bio |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/2211-5463.13315 |
| _version_ | 1798034372625956864 |
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| author | Bailey E. Bingham Victoria Rea Lisa Robertson M. Alex Smith Shoshanah Jacobs |
| author_facet | Bailey E. Bingham Victoria Rea Lisa Robertson M. Alex Smith Shoshanah Jacobs |
| author_sort | Bailey E. Bingham |
| collection | DOAJ |
| description | Meaningful student–instructor interactions during an undergraduate degree course can have important effects on student learning. The format by which those interactions are made possible can vary greatly. We investigated the preferred modality of contact and students’ reasons for contact across several modalities in a first‐year biology course. We tracked student–instructor contact for two‐course instructors who team teach collaboratively (rather than sequentially) across two‐course sections. Both instructors had identical scores on student evaluations of approachability. Student–instructor contact was facilitated using five ‘student hour’ modalities: (a) in office by appointment, (b) 1 h per week, in office drop in, (c) 1 h per week, virtual chat, (d) by email, (e) 10 min immediately after class. Though email was the preferred method of contact, the period immediately following the class instruction was the most popular of the face‐to‐face options. We note significant differences in the distribution of workload across the two instructors and make recommendations for increasing the accessibility of student–instructor contact and for equity in workload to support student learning. |
| first_indexed | 2024-04-11T20:42:31Z |
| format | Article |
| id | doaj.art-5bf4831ce5a945d2814a4ff238ef2b49 |
| institution | Directory Open Access Journal |
| issn | 2211-5463 |
| language | English |
| last_indexed | 2024-04-11T20:42:31Z |
| publishDate | 2022-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | FEBS Open Bio |
| spelling | doaj.art-5bf4831ce5a945d2814a4ff238ef2b492022-12-22T04:04:08ZengWileyFEBS Open Bio2211-54632022-01-01121122310.1002/2211-5463.13315Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year courseBailey E. Bingham0Victoria Rea1Lisa Robertson2M. Alex Smith3Shoshanah Jacobs4Department of Integrative Biology University of Guelph ON CanadaDepartment of Cellular and Molecular Biology University of Guelph ON CanadaDepartment of Integrative Biology University of Guelph ON CanadaDepartment of Integrative Biology University of Guelph ON CanadaDepartment of Integrative Biology University of Guelph ON CanadaMeaningful student–instructor interactions during an undergraduate degree course can have important effects on student learning. The format by which those interactions are made possible can vary greatly. We investigated the preferred modality of contact and students’ reasons for contact across several modalities in a first‐year biology course. We tracked student–instructor contact for two‐course instructors who team teach collaboratively (rather than sequentially) across two‐course sections. Both instructors had identical scores on student evaluations of approachability. Student–instructor contact was facilitated using five ‘student hour’ modalities: (a) in office by appointment, (b) 1 h per week, in office drop in, (c) 1 h per week, virtual chat, (d) by email, (e) 10 min immediately after class. Though email was the preferred method of contact, the period immediately following the class instruction was the most popular of the face‐to‐face options. We note significant differences in the distribution of workload across the two instructors and make recommendations for increasing the accessibility of student–instructor contact and for equity in workload to support student learning.https://doi.org/10.1002/2211-5463.13315undergraduate biologyoffice hoursstudent–instructor contactcontact preferencesworkload equity |
| spellingShingle | Bailey E. Bingham Victoria Rea Lisa Robertson M. Alex Smith Shoshanah Jacobs Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course FEBS Open Bio undergraduate biology office hours student–instructor contact contact preferences workload equity |
| title | Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course |
| title_full | Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course |
| title_fullStr | Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course |
| title_full_unstemmed | Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course |
| title_short | Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course |
| title_sort | frequency topic and preferences tracking student engagement with several modalities of student instructor contact in a first year course |
| topic | undergraduate biology office hours student–instructor contact contact preferences workload equity |
| url | https://doi.org/10.1002/2211-5463.13315 |
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