Assessing the Effect of Breakout Sessions on Student Success and Satisfaction

Blackstone, Bethany; Oldmixon, Elizabeth A.

doi:10.1017/s1049096515001122

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…The introduction of SPA alleviated this underscripting in all but two of the teams. The results support the idea that at least some of the problems previously observed in breakout rooms (e.g., lack of success and satisfaction (Blackstone and Oldmixon, 2016;) dissatisfaction in higher-GPA students (Lougheed et al, 2012)) can be attributed to lack of structure and underscripting.…”

Section: Discussionsupporting

confidence: 85%

“…There are also some indications that breakout rooms do not always magically create engagement and higher levels of learning. Blackstone and Oldmixon (2016) found that students in a breakout from a lecture class were not more satisfied and did not succeed at higher levels compared to their peers in a lecture-only class. Lougheed et al (2012) found that higher-GPA students had a significantly less favorable response to the use of breakout groups than did their lower-GPA colleagues.…”

Section: Use Of Breakout Rooms In Online Learningmentioning

confidence: 88%

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Using Structured Pair Activities in a Distributed Online Breakout Room

Saltz¹,

Heckman²

2020

OLJ

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With the increasing availability of synchronous video-based breakout rooms within online courses, a growing need exists to understand how to best leverage this technology for enhanced online education. To help address this challenge, this paper reports on a case study that explored student activity within online video-based breakout rooms via a Structured Paired Activity (SPA) methodology. SPA, which is adapted from the concept of Paired Programming, defines a general way to structure roles and activities for the participants within the breakout room. Initial qualitative results suggest that the use of SPA in online breakout rooms increases student engagement and process effectiveness. These results are potentially applicable to a broad range of web-based synchronous online courses.

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Section: Discussionsupporting

confidence: 85%

Section: Use Of Breakout Rooms In Online Learningmentioning

confidence: 88%

Using Structured Pair Activities in a Distributed Online Breakout Room

Saltz¹,

Heckman²

2020

OLJ

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“…Both classes were taught by the same instructor and were of similar size (200+ students). To the researchers' surprise, they found that students in the class with breakout groups were less satisfied and less successful in terms of course grades, compared to the students in the lectureonly class [3]. They state that flaws in the study design as well as poor attendance rates in the class with breakout groups may have contributed to this unpredicted finding.…”

Section: Related Workmentioning

confidence: 97%

“…Although quite different from a virtual setting, the findings from some of these studies are still interesting to take note of. Blackstone and Oldmixon [3] compared student success and satisfaction between a traditional lecture-only class to a class that used breakout groups. Both classes were taught by the same instructor and were of similar size (200+ students).…”

Section: Related Workmentioning

confidence: 99%

Experience Report on the Use of Breakout Rooms in a Large Online Course

Sharmin

Zhang

2022

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education

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In this paper, we present our experience with the use of breakout rooms in a second year undergraduate Software Design course at a large North American institution. Following the switch to remote instruction during the coronavirus pandemic, we revamped our in-person Software Design course to be delivered as a flipped online course, making extensive use of in-lecture exercises completed during breakout rooms. We report on the structure and logistics of this lecture design (for a large class of 300+ students). To gain insights into the impact of the use of breakout rooms on student experience, we conducted weekly student surveys asking for feedback on the lectures and specifically on the use of breakout rooms. Although many students had positive feelings regarding the use of breakout rooms, a significant percentage of students (an average of 47% of the survey responses each week) expressed negative feelings toward them. In an end-of-term survey, we specifically asked students about what they felt worked best for breakout rooms in terms of group size and pre-assigned versus randomized groups, and if there were any other areas that they felt needed improvement. Some of the patterns we observed were that most students liked smaller groups (2-5 people), preferred staying in the same group throughout the semester, and enjoyed the use of breakout rooms as long as others in their room were active participants. We share the details of these survey results as well as the tips and lessons that we learned through this experience.

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“…First, they immerse students in real-life situations and help them to evaluate complex concepts and to think strategically (Bromley 2013; Glasgow 2015; Omelicheva and Avdeyeva 2008; Switky 2014; Trueb 2013). This immersive experience encourages students to explore diverse perspectives (Nance, Suder, and Hall 2016; Switky 2014) while also helping them to identify their own assumptions (Blackstone and Oldmixon 2016; Bromley 2013, 820; Switky 2014). Second, active-learning strategies enable students to use their diverse lived experiences to inform one another’s understanding of course material (Asal 2005; King and Sen 2013; Macauley 2016), which can be difficult to facilitate in traditional lectures.…”

Section: Pedagogical Context: Challenges and The Strategymentioning

confidence: 99%

Teaching across Cultures: Student-Led Modules in a Human Rights Course

McBride¹

2017

APSC

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Human rights, ethnic conflict, democratization, colonialism, and developmentmany upper-level political science courses contain content that is understood differently across cultural contexts. Equipping students to appreciate diverse perspectives on these issues is a challenge that requires creative pedagogical strategies, regardless of whether all students come from the same region of the United States or the class has more than half international students. Professors in both environments have the complex task of guiding students to navigate disparate viewpoints. This article demonstrates the pedagogical potential of an integrated approach to student-led class modules based on a two-semester experiment using a Global Politics of Human Rights course at a small liberal arts college with a large population of international students. One section of the same course was taught in each semester with identical course material but with two different sets of student participants. After situating the challenges and the strategy within the growing literature on active learning, the article provides basic details of the pedagogical approach and three examples of the modules. It concludes with methods for assessing the effectiveness of student-led class modules. PEDAGOGICAL CONTEXT: CHALLENGES AND THE STRATEGY

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Assessing the Effect of Breakout Sessions on Student Success and Satisfaction

Cited by 7 publications

References 14 publications

Using Structured Pair Activities in a Distributed Online Breakout Room

Using Structured Pair Activities in a Distributed Online Breakout Room

Experience Report on the Use of Breakout Rooms in a Large Online Course

Teaching across Cultures: Student-Led Modules in a Human Rights Course

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