![]() ![]() When there was no grading bonus, students collaborated less and achieved a lower percent correct. Almost all students reported collaborating on these questions and achieved the required 80% correct, thus securing the promised bonus points as a class. In a study that rewarded group success, astronomy students who initially preferred to work independently willingly shifted to collaborating with other students in small groups when all students were given a “success bonus” of doubling their participation points if more than 80% of students correctly answered in-class questions ( Len, 2006). Along these lines, some grading incentives appear to have a positive effect on collaboration. Interdependence is achieved when people feel that the success of the individual is related to the success of the group ( Johnson and Johnson, 2005). Social interdependence in a learning environment typically manifests as students’ efforts to achieve and develop relationships with one another and show competence. The concept of social interdependence (that interactions with other people are essential for human survival) may impact student behaviors in scenarios in which they are required to interact with one another to achieve a reward. However, there is still discussion about how grading classroom participation may affect student participation in classroom activities. ![]() Thus, ample evidence supports the idea that discussing clicker questions is likely to benefit learning. They are significantly more likely to engage in productive discussions (such as using reasoning to explain their answers and questioning one another) when cued to use this approach ( Knight et al., 2013, 2015). Students also prove to be sensitive to the cues they are given by their instructors and peer coaches before they initiate their discussions. These students even report that discussions with others help to scaffold their knowledge ( Nicol and Boyle, 2003). For example, engineering students engaged in discussions of clicker questions report listening to one another’s arguments and making answer choices depending on the strength of another student’s justification, as well as gaining confidence in their own understanding from knowing that others are struggling with similar concepts. Although group random call does not impact student performance on clicker questions, the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning.ĭiscussing clicker questions is known to be beneficial for student learning in class, both in terms of immediate impact on performance (e.g., Mazur, 1997 Smith et al., 2009) and for generating deeper understanding ( Nicol and Boyle, 2003). Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning, some forms of questioning, and both on- and off-topic comments compared with discussion in the volunteer call condition. We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). In this study of introductory biology students, we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Many previous studies have shown that students benefit from discussing their ideas with one another in class. You can learn more about number spoofing and what to do about it on our Cyber Aware blog.Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. We do have the option to change your phone number which may act as a deterrent but is not a guaranteed solution. The Federal Trade Commission has more information about Caller ID spoofing scams on its website. ![]() Your account or usage is in no way affected by number spoofing.ĭownload AT&T Active Armor In addition to blocking numbers from known fraudsters, AT&T Active Armor also provides suspected spam warnings and lets you manually block and report individual callers. As this practice allows scammers to personally choose the number that will be shown on the recipient’s caller ID. This is illegal and almost impossible to stop. Hi there is a common scamming practice known as number spoofing where one’s phone number can be used to call other people and attempt to get personal and private information. ![]()
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