This study examines the which factors may affect the withholding of questions during lectures amongst first semester students of Bachelor of Humanities and Technology at Roskilde University. In light of these factors we can deduce whether or not sufficient requirements for student questioning are present during the lecture. In an attempt to map out existing tendencies we confirmed through an identifying quantitative pre-study, that it is undesirable for the total academic outcome when the students withhold their questions. The fundamental basis of the hypothesis lies within the conception of questions being beneficial for the academic outcome. This hypothesis is processed through theories on learning, didactics, affordance and pluralistic ignorance. Furthermore the hypothesis gives rise to the contemplation of a paradoxical phenomenon. This pondering has its source in questions not being asked, despite being seen as contributing to the sum total academic outcome. Through interviews with lecturers as well as students, factors that may apply to the withholding of questions, has been studied qualitatively. We present ideals of teaching in the light of the surveyed students and lecturers perspectives. These ideals are compared to the lecture halls physical environment and the specifically used teaching method. Thus, the interplay between didactics and the physical environment of the auditorium, and the influence this has on students withholding of questions, is examined.
|Uddannelser||Basis - Humanistisk-Teknologisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||14 jan. 2013|
- Pluralistisk ignorance