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Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question

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Learning assistants (LAs) influence student discussions during clicker questions. Question prompts from LAs encourage student reasoning, while explanations tend to end discussions, highlighting the importance of effective questioning techniques.

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Area of Science:

  • STEM Education
  • Undergraduate Biology Education
  • Molecular Biology

Background:

  • Instructor cues before clicker questions impact student discussions.
  • The role of learning assistants (LAs) in shaping these discussions requires further investigation.

Purpose of the Study:

  • To explore how interactions with learning assistants (LAs) influence student discussions during clicker-question activities.
  • To identify specific LA prompts that promote productive student engagement and reasoning.

Main Methods:

  • Recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course.
  • Coded discussions for features including student reasoning and question types.
  • Analyzed the impact of LA interactions on discussion content and duration.

Main Results:

  • Student discussions with LAs showed increased questioning and duration compared to those without.
  • LA question prompts significantly promoted student use of reasoning.
  • LA explanations often led to the cessation of student discussions.

Conclusions:

  • LA prompts are direct influencers of student interaction dynamics during in-class discussions.
  • Effective implementation of questioning techniques by instructors and LAs is crucial for fostering student articulation of reasoning.
  • Focusing on questioning strategies over direct explanations can enhance the benefits of clicker discussions.