Proposal of a questionnaire to measure the level of interaction in the university classrooms: version for teachers, students and observers

Authors

  • Carmen Álvarez-Álvarez Universidad de Cantabria
  • Lidia Sanchez-Ruiz Universidad de Cantabria
  • Javier Montoya-del-Corte Universidad de Cantabria

DOI:

https://doi.org/10.4995/wpom.v10i1.11245

Keywords:

Interaction, University, Instrument, Measurement, Learning, Teacher, Lecturer, Critical friends, External observer, Student

Abstract

Throughout the literature, there are several studies that highlight the importance of interaction in the classroom as a means to promote student learning. Based on this idea, and due to the absence of previous studies that do it, the objective of this work is to propose a questionnaire that allows to measure the level of interaction in university classrooms, as well as to identify the best interactive practices, from a triple perspective: observed teacher, external observer and student. This work is part of a teaching innovation project carried out by a multidisciplinary group of lecturers from the University of Cantabria. In this study, in addition to presenting the aforementioned questionnaire proposal, the research process for the collection of data and the analysis of results will be described. It is considered that the main contribution of this work is the proposal of an instrument for measuring interaction.

Downloads

Download data is not yet available.

Author Biographies

Carmen Álvarez-Álvarez, Universidad de Cantabria

Profesor Contratado Doctor.

Dpto. de Educación

Lidia Sanchez-Ruiz, Universidad de Cantabria

Profesor Ayudante Doctor.

Dpto. de Organización de Empresas

Javier Montoya-del-Corte, Universidad de Cantabria

Profesor Contratado Doctor.

Dpto. de Organización de Empresas

References

Allen, I. E., & Seaman, C. A. (2007). Likert Scales and Data Analyses. Quality Progress, 40(7), 64–65. Consultado en http://rube.asq.org/quality-progress/2007/07/statistics/likert-scales-and-data-analyses.html

Álvarez-Álvarez, C. (2016). El valor pedagógico del diálogo en el aula. Religión y Escuela, 304, 30–33. Consultado en https://www.researchgate.net/profile/Carmen_Alvarez-Alvarez/publication/311456855_El_valor_pedagogico_del_dialogo_en_el_aula/links/584fb68708ae4bc8993b3253/El-valor-pedagogico-del-dialogo-en-el-aula.pdf

Álvarez Álvarez, C. (2017). ¿Es interactiva la enseñanza en la Educación Superior ? La perspectiva del alumnado. Revista de Docencia Universitaria, 15(2), 97–112. https://doi.org/10.4995/redu.2017.6075

Andreu, R., Canós, L., de Juana, S., Manresa, E., Rienda, L., & Tarí, J. J. (2006). Quality performance assessment as a source of motivation for lecturers: A teaching network experience. International Journal of Educational Management, 20(1), 73–82. https://doi.org/10.1108/09513540610639602

Andreu, R., Canós, L., Juana, S., Manresa, E., Rienda, L., & Tarí, J. J. (2003). Critical friends: A tool for quality improvement in universities. Quality Assurance in Education, 11(1), 31–36. https://doi.org/10.1108/09684880310462065

Bambino, D. (2002). Critical Friends. Educational Leaderchip, 59(6), 25–27.

Camacaro de Suárez, Z. (2008). La interacción verbal alumno-docente en el aula de clase. Un estudio de caso. Revista de Educación, 14(26), 189–206. Consultado en https://www.redalyc.org/pdf/761/76111491009.pdf

Canós-Darós, L., Pons Morera, C., Santandreu Mascarell, C., & Vidal-Carreras, P. I. (2017). La evaluación de la enseñanza: algunas reflexiones. Working Papers on Operations Management., 8(Edicion Especial), 67–71. https://doi.org/10.4995/wpom.v8i0.7163

Correa Restrepo, M. (2006). Contexto, interacción y conocimiento en el aula. Pensamiento Psicológico, 2(7), 133–148. Consultado en http://revistas.javerianacali.edu.co/javevirtualoj/index.php/pensamientopsicologico/article/viewFile/46/135

Costa, A. L., & Kallick, B. (1993). Through the Lens of a Critical Friend. Educational Leadership, 51, 49–51.

Crumbley, L. (2001). Students’ perceptions of the evaluation of college teaching. Quality Assurance in Education, 9(4), 197–207.

Cubero, R. (2001). Maestros y alumnos conversando: el encuentro de las voces distantes. Investigación En La Escuela. https://doi.org/10.1108/EUM0000000006158

De Longhi, A., Ferreyra, A., Peme, C., Bermudez, G. M. A., Quse, L., Martínez, S., … Campaner, G. (2012). La interacción comunicativa en clases de ciencias naturales. Un análisis didáctico a través de circuitos discursivos. Revista Eureka Sobre La Enseñanza y Divulgación de Las Ciencias…, 9(2), 178–195. https://doi.org/10.1063/1.3694739

Duschl, R., & Osborne, J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education, 38(1), 39–72. https://doi.org/10.1080/03057260208560187

Exley, K. (2013). Encouraging Student Participation and Interaction. Reflections. Queens University Belfast, 1–4. Consultado en https://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/FilestoreDONOTDELETE/Filetoupload,432480,en.pdf

Fuentes-Medina, M., & Herrero, J. R. (1999). Evaluación docente: hacia una fundamentación de la autoevaluación. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 2(1), 353–368.

Fusco, E. (2012). Effective Questioning Strategies in the Classroom: A Step-by-Step Approach to Engaged Thinking and Learning, K-8. New York: Teachers College Press.

Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. Advances in Physiology Education, 33(1), 60–71. https://doi.org/10.1152/advan.00109.2007

Haneda, M., Teemant, A., & Sherman, B. (2016). Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice. https://doi.org/10.1080/09500782.2016.1230127

Hernández Ortiz de Urbina, G., & Álvarez Álvarez, C. (2018). Mejorando La Interacción En El Aula a Través De La Investigación-Acción Colaborativa. Bordón. Revista de Pedagogía, 70(4), 73. https://doi.org/10.13042/Bordon.2018.60079

Howe, C., & Abedin, M. (2013). Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325–356. https://doi.org/10.1080/0305764X.2013.786024

Majlesi, A. R., & Broth, M. (2012). Emergent learnables in second language classroom interaction. Learning, Culture and Social Interaction, 1(3–4), 193–207. https://doi.org/10.1016/J.LCSI.2012.08.004

Medina, A. (2014). Evaluación de la docencia universitaria. En J. Paredes & A. de la Herrán Gascón (Eds.), Promover el cambio pedagógico en la universidad. Madrid: Pirámide.

Prados Gallardo, M. M., & Cubero Pérez, R. (2005). Construcción del conocimiento y discurso educativo. Una aproximación al estudio del discurso de profesores y alumnos en la universidad. Avances En Psicología Latinoamericana, 23, 141–153.

Ruiz, E., Villuendas, M. D., & Bretones, A. (2003). La práctica del profesorado universitario desde el análisis estratégico del discurso. Investigación En La Escuela, 49, 89–101.

Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131

Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384–395. https://doi.org/10.1016/J.TATE.2017.01.006

Suárez Guerrero, C. (2007). El potencial educativo de la interacción cooperativa. Investigación Educativa, 11(20), 61–78. Consultado en http://repositorio.usil.edu.pe/bitstream/USIL/2555/1/2007_Suarez_El-potencial-educativo-de-la-interacción-cooperativa.pdf

Tronchoni, H., Izquierdo, C., & Anguera, M. T. (2018). Participatory interaction in lectures: Theoretical framework and construction of an observational instrument. Publicaciones de La Facultad de Educacion y Humanidades Del Campus de Melilla, 48(1), 81–108. https://doi.org/10.30827/publicaciones.v48i1.7331

Wells, G. (2001). Indagación dialógica. (Paidós, Ed.). Barcelona.

Downloads

Published

2019-03-08

How to Cite

Álvarez-Álvarez, C., Sanchez-Ruiz, L., & Montoya-del-Corte, J. (2019). Proposal of a questionnaire to measure the level of interaction in the university classrooms: version for teachers, students and observers. WPOM-Working Papers on Operations Management, 10(1), 1–28. https://doi.org/10.4995/wpom.v10i1.11245

Issue

Section

Protocol

Most read articles by the same author(s)