Classroom participation and discussion effectiveness: student-generated strategies

Abstract

Classroom discussion is one of the most frequently used and often embraced pedagogical strategies. In attempting to enhance participation quality and discussion effectiveness, there is concern over what to do about students who are less inclined to participate voluntarily. We examined the context of intensive graduate business classes—in which the instructor had high expectations for participation, placed significant weight on the participation grade, and cold called (i.e., called on students whose hands were not raised). In a questionnaire, we asked students to identify what enhanced the quality of participation and the effectiveness of discussion in this class. Qualitative content analysis indicated that student responses clustered in several areas: (1) required/graded participation, (2) incorporating ideas and experiences, (3) active facilitation, (4) asking effective questions, (5) supportive classroom environment, and (6) affirming contributions/constructive feedback. The results strongly endorse the practice of cold calling. The class instructor utilized student responses to formulate future teaching strategies.