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Development of the Follow-Up Discourse Observation Protocol (FUDOP) for Characterizing Instructor Active Learning

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Instructors show consistent follow-up behaviors after active learning. A new tool, the Follow-Up Discourse Observation Protocol (FUDOP), helps measure these teaching strategies for better student learning insights.

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Area of Science:

  • Educational Psychology
  • Higher Education Pedagogy
  • Classroom Discourse Analysis

Background:

  • Instructor feedback is crucial for student learning.
  • Follow-up behaviors after active learning serve as class-wide feedback.
  • Limited research exists on the impact of diverse instructor follow-up strategies.

Purpose of the Study:

  • To develop and validate a new protocol (FUDOP) for observing instructor follow-up behaviors after active learning.
  • To characterize the nature of instructional follow-up discourse directed at the entire class.
  • To establish a reliable method for analyzing instructor feedback strategies.

Main Methods:

  • Adapted the Classroom Discourse Observation Protocol (CDOP).
  • Developed and validated the Follow-Up Discourse Observation Protocol (FUDOP).
  • Applied FUDOP to observe instructors in introductory biology courses across three universities.

Main Results:

  • Consistent differences in follow-up behaviors were observed across different instructors.
  • Instructor follow-up behaviors were found to be consistent within individual instructors.
  • The FUDOP protocol demonstrated reliability in characterizing these behaviors.

Conclusions:

  • Instructors exhibit distinct and consistent patterns in their follow-up behaviors post-active learning.
  • The FUDOP protocol provides a valuable tool for measuring and analyzing instructor feedback.
  • Findings can inform faculty development and improve pedagogical strategies in higher education.