Multimedia Characteristics, Student Relationships, and Teaching Behaviors Predict Perceptions of an Inclusive Classroom Across Course Delivery Format

IF 0.7 4区心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching of Psychology Pub Date : 2022-11-07 DOI:10.1177/00986283221117621

C. Shane-Simpson, R. Obeid, Manna Prescher

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引用次数: 1

Abstract

Background: Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats. Objective: This study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats. Method: A total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom. Results: Students’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors. Conclusion: Inclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format. Teaching Implications: Faculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.

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多媒体特征、学生关系和教学行为预测了跨课程交付形式的包容性课堂的感知

背景：面对面课程中的融洽关系和归属感预测了学生对包容性的看法，尽管这些关系尚未在课程交付形式中进行研究。目的：本研究阐明了课程多媒体特征、师生关系、教师和学生在场、课堂氛围、教学行为质量以及对不同课程交付形式的包容性课堂的看法之间的关系。方法：来自两所大学的479名学生完成了一项在线调查，评估了他们的课程授课形式、多媒体特征、融洽关系、教师和学生在场情况、课堂氛围、教学行为以及对包容性课堂的看法。结果：学生的包容性感知是通过课程多媒体特征（如视频）、师生关系、讲师在场、课程结构、课程清晰度、学生联系和教学行为质量来预测的。结论：包容性课堂反映了教师、学生和课堂层面的无数特征和行为。然而，这些特征的预测值可能会根据课程交付格式而变化。教学意义：包容性教学法的教师专业发展机会应包括课程设计（多媒体特征、结构）、教授-学生关系建设和课堂社区建设的技能发展，以及与特定课程交付形式相一致的高质量教学行为。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching of Psychology Multiple-

CiteScore

2.40

自引率

22.20%

发文量

期刊介绍： Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.