Jaarsma A Debbie C, Dolmans Diana D H J M, Muijtjens Arno M M, Boerboom Tobias T B, van Beukelen Peter, Scherpbier Albert J J A
Department of Education and Student Affairs, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands.
Med Educ. 2009 Apr;43(4):368-76. doi: 10.1111/j.1365-2923.2009.03301.x.
This study set out to examine how much time students and teachers devote to different learning-oriented interactions during seminar sessions and students' and teachers' perceptions about the occurrence and desirability of these interactions.
Students and teachers participating in eight seminar group sessions in Year 4 of an undergraduate veterinary curriculum completed an 11-item questionnaire which asked them to rate, on a 5-point Likert scale, the frequency of occurrence and level of desirability of three learning-oriented types of interaction: exploratory questioning; cumulative reasoning, and handling of conflict about knowledge. The questionnaire also invited positive and negative responses to aspects of group interactions and an overall mark (1-10) for the seminars and group interactions. Four group sessions were video-recorded and analysed using a coding scheme. The amount of time devoted to the different interactions was calculated.
Both students and teachers gave scores of 3.0-3.5 for frequency of occurrence of exploratory questioning and cumulative reasoning and < 3.0 for occurrence of handling of conflict about knowledge. The desired occurrences of all interaction types were significantly higher than the actual occurrences according to students and teachers. Teachers were responsible for the majority of the interactions (93%). The percentages of session time devoted to teacher-centred cumulative reasoning, exploratory questioning and handling of conflict about knowledge were 65.8%, 15.6% and 3.1%, respectively.
Group interactions in seminar groups are dominated by the posing of questions by teachers to students. The moderate occurrence of group interactions as perceived by students and teachers may be explained by the inadequate preparation of teachers and students to stimulate group interactions.
本研究旨在探讨在研讨课期间学生和教师在不同学习导向互动上投入的时间，以及学生和教师对这些互动的发生情况和可取性的看法。
参与本科兽医课程四年级八门研讨小组课程的学生和教师完成了一份11项问卷，要求他们用5点李克特量表对三种学习导向互动类型的发生频率和可取程度进行评分：探索性提问；累积推理；以及知识冲突处理。问卷还邀请了对小组互动各方面的积极和消极反馈，以及对研讨课和小组互动的总体评分（1 - 10分）。对四个小组课程进行了录像，并使用编码方案进行分析。计算了在不同互动上投入的时间量。
学生和教师对探索性提问和累积推理的发生频率给出的分数为3.0 - 3.5，对知识冲突处理的发生频率给出的分数低于3.0。根据学生和教师的反馈，所有互动类型的期望发生频率均显著高于实际发生频率。教师主导了大部分互动（93%）。以教师为中心的累积推理、探索性提问和知识冲突处理在课程时间中所占的百分比分别为65.8%、15.6%和3.1%。
研讨小组中的小组互动主要由教师向学生提问主导。学生和教师所感知到的小组互动适度发生，可能是由于教师和学生在激发小组互动方面准备不足。
