The fixed power dynamic of the lecture theatre produces 'failed', hidden and postponed pedagogic interactions among confused students¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In lecture theatres, students with internal confusion may fail to raise questions, whisper to neighbours, consult technology, or postpone questions until after the lecture. → Luke McCrone & Martyn Kingsbury 2024

Evidence¶

Luke McCrone & Martyn Kingsbury 2024¶

Luke McCrone & Martyn Kingsbury. (2024). An ecological approach to understanding transitions and tensions in complex learning contexts. npj Science of Learning. https://doi.org/10.1038/s41539-024-00267-1

q1 · i? · qualitative · r2

Ethnographic observation during lectures identified three behavioural responses to the transmission-based power dynamic. Hidden interactions were observed as "brief periods of whispering and question exchange between neighbouring students"; postponed interactions were observed as students gathering at the front after lectures, and in a sociogram of eight students organising around a table in the breakout space.

"'Failed'pedagogic interactions are characterised by periods in which students with internal confusion feel disempowered and disinclined to raise their hand and ask questions, even when invited to do so by the lecturer."

Discussion¶

Related Claims¶

• Students perceive the breakout space as more democratic than the teacher-owned lecture theatre, feeling freer to direct questions and take learning risks — related
• The type 2 configuration creates a 'bridge' hour of self-directed pedagogic potential between formal teaching in which students discuss difficult lecture content — related