Department of Integrative Biology, University of Guelph, ON, Canada.
Department of Cellular and Molecular Biology, University of Guelph, ON, Canada.
FEBS Open Bio. 2022 Jan;12(1):12-23. doi: 10.1002/2211-5463.13315. Epub 2021 Oct 31.
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.
在本科课程中，有意义的师生互动对学生的学习会产生重要影响。这些互动的形式可以有很大的不同。我们在一门生物学入门课程中，调查了学生在多种联系方式中偏好的联系方式以及他们选择这种联系方式的原因。我们对两位共同教授两门课程（而不是顺序教授）的教师进行了跟踪，以了解学生与教师的接触情况。两位教师在学生对可接近性的评价中得分相同。通过五种“学生小时”模式促进师生互动：（a）预约在办公室，（b）每周 1 小时，在办公室随时来访，（c）每周 1 小时，虚拟聊天，（d）通过电子邮件，（e）课后立即 10 分钟。虽然电子邮件是首选的联系方式，但课程结束后立即与老师交流是最受欢迎的面对面交流方式之一。我们注意到两位教师之间的工作量分配存在显著差异，并提出了增加师生联系的可及性和公平分配工作量以支持学生学习的建议。
