Wattiaux M A, Crump P
Department of Dairy Science, University of Wisconsin, Madison, 53706, USA.
J Dairy Sci. 2006 Jan;89(1):343-52. doi: 10.3168/jds.S0022-0302(06)72100-2.
This 3-yr classroom research project studied students' perception of the learning environment when class time was reserved primarily for discussion of preassigned reading material as an alternative to a lecture in ruminant nutrition. A student-assessment-of-learning-gain instrument with 46 items was administered anonymously as a survey 3-wk into the semester and as a course evaluation at the end of the semester. Scores, collected on a scale of 1 to 10, were analyzed to determine differences between survey and evaluation, the variation due to student cohort (years 2003, 2004, and 2005), and student standing (undergraduate or graduate) for 5 selected items: item 1 = My level of interest/ curiosity for nutrition is; item 17 = The reading assignments help me learn; item 18 = The in-class discussions help me learn; item 24 = I would prefer the professor lecture; item 38 = I am learning a lot in this class. Although students indicated a preference to using class time for discussion rather than lecture, the degree of consensus was low, as 10% of scores indicated a strong desire for lecture, whereas another 10% indicated strong opposition to lecture. Reading assignments and in-class discussions contributed positively to the perception of learning and both were correlated positively with level of interest in the topic. In the evaluation, the desire for lecture was correlated negatively with level of interest in the topic and the self-assessed level of learning. Students reported a greater interest in the topic at the end of the semester than at wk 3; however, the self-reported learning gains from discussion-related activities varied with student cohort. Graduate students reported a higher interest, more learning from discussion-related activities, and less desire for lecture than undergraduates. Although graduate students were more impervious to the discussion format, undergraduates perceived more learning if the discussion was student-centered (i.e., focused on their questions and answers), rather than subject-centered (i.e., focused on the paper content).
这个为期3年的课堂研究项目，探讨了在反刍动物营养课程中，将课堂时间主要用于讨论预先指定的阅读材料而非讲座时，学生对学习环境的感知。在学期第3周时，以匿名方式进行了一项有46个项目的学生学习收获评估调查，并在学期末进行了课程评估。收集的分数范围为1至10分，用于分析调查与评估之间的差异、学生群体（2003年、2004年和2005年）造成的差异，以及5个选定项目中不同学生身份（本科或研究生）的差异：项目1 = 我对营养的兴趣/好奇心程度为；项目17 = 阅读作业有助于我学习；项目18 = 课堂讨论有助于我学习；项目24 = 我更喜欢教授讲课；项目38 = 我在这门课上学到了很多。尽管学生表示倾向于将课堂时间用于讨论而非讲座，但共识程度较低，因为有10%的分数表明强烈希望有讲座，而另有10%表示强烈反对讲座。阅读作业和课堂讨论对学习感知有积极贡献，且两者都与对该主题的兴趣程度呈正相关。在评估中，对讲座的渴望与对该主题的兴趣程度和自我评估的学习水平呈负相关。学生报告说，学期末比第3周时对该主题更感兴趣；然而，与讨论相关活动的自我报告学习收获因学生群体而异。研究生比本科生表现出更高的兴趣、从与讨论相关活动中学到更多，以及对讲座的渴望更低。尽管研究生对讨论形式更具适应性，但如果讨论以学生为中心（即专注于他们的问题和答案）而非以主题为中心（即专注于论文内容），本科生会感觉到学到更多。
