They're not buying what we're selling: comparing student-requested supports with instructional practice during group work

Abstract

Studio physics is an interactive teaching method that benefits students’ learning over traditional physics teaching approaches. A hallmark of studio physics is that instructors minimize lecture time and maximize time spent with students working in groups. However, students need to be well-supported in the group discussions to achieve optimal learning outcomes. In this study, we distributed a student survey and conducted instructor interviews to investigate the support(s) students requested so they could actively engage in group work. The student survey data revealed that students wanted instructors to be approachable during group work and to have a mechanism that guarantees equal group contribution. However, there is a mismatch between the support provided by instructors and the detailed support requested by students. Unified and rigorous guidance for instructors is a necessity for students to actively engage in effective and inclusive group work.