Systematic observation of participatory interaction in university lectures : a multiple case study with a mixed methods approach
Tronchoni, Hector (Universitat de València)
Izquierdo, Conrad (Universitat Autònoma de Barcelona)
Anguera Argilaga, María Teresa (Universitat de Barcelona. Institut de Neurociències)

Data:	2024
Resum:	In order to improve and innovate the face-to-face instructional task in postgraduate and doctoral university teaching encompasses different formats of participatory interaction (PI), considered to be social medium facilitators of deep learning, including the development of autonomous expert activity. The purpose of this article is to establish the use of systematic observation and lag sequential analysis as a conceptual-methodological choice to base the review of social-constructivist instructional practice that is taught in an expository format prepared by the teacher. The systematic observation of the expert's expository session from its inception to its conclusion was approached from a mixed methods perspective as a subject of multiple case studies. A total of four postgraduate teachers were selected. A purpose-built observational instrument was constructed. The data quality was evaluated with intra-observer agreement tests by calculating Cohen's kappa coefficient (k). After the data matrices for each case were obtained, all possible file aggregations of the data were performed to detect the existence of common structures in the patterns through lag sequential analysis. The sequential patterns of replicated and common lags of the multiple cases describe the chaining of the observed events, which characterizes the participatory interaction. Twelve lag sequential patterns have been identified that function as dialogical links, generated by the probability that the category "question" is linked to the conditioned events of "speech direction" and "exchange orientation. " Having constructed a theoretical interpretative scheme of the replicated patterns, we discuss the results. First, the significant results of the lag sequential analysis as examples of basic patterns extracted from their way of conducting expert expository sessions. As such, they can be reviewed with the formative purpose of reflecting on their potential for change when they are understood as dialogical links of participatory interaction committed to deep learning and the development of expert autonomy. Second, there is a training step consisting of the use of self-observation and the observation that teachers can make of the expert expository task. Finally, we conclude that non-intrusive systematic observation is a good choice when channeling the gradual and renewed improvement of participatory interaction with an expert expository format (§EF) and a mixed methods methodology.
Ajuts:	Generalitat de Catalunya 2021/SGR-00718
Nota:	Altres ajuts: MTA gratefully acknowledges the support of the Spanish government project Integration between observational data and data from external sensors: Evolution of the LINCE PLUS software and development of the mobile application for the optimization of sports and physical activity beneficial for health [EXP_74847] (2023). Ministry of Culture and Sport, National Sports Council, and the European Union.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Participatory interaction ; Mixed methods ; Multiple case study ; Systematic observation ; University lectures
Publicat a:	Frontiers in psychology, Vol. 15 art. 1410486, (november 2024) , ISSN 1664-1078

DOI: 10.3389/fpsyg.2024.1410486
PMID: 39554715

15 p, 1.5 MB

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