The relationship between student-centred lectures, emotional intelligence, and study teams: a social telemetry study with mobile telephony

Carl Senior, Christopher Howard, Peter Reddy, Robin Clark, Ming Lim

Research output: Contribution to journalArticlepeer-review

Abstract

A student-centred approach to teaching has been conceptualized as a key driver in higher education to facilitate understanding of concepts and improve attainment. The occurrence of student study team behaviours is diagnostic of this approach to teaching. However, the extent to which team behaviours are performed outside the parameters of formal teacher-learner environments remains under-researched. This is problematic as it is unclear whether study teams are maintained outside the confines of lectures, and the extent to which they impact on individual student grades. A naturalistic observational study was carried out that utilized short message text service communication as a means to record the frequency of team behaviours within informal environments. The findings suggest the frequency of team behaviours: 1) were positively associated with student grades; 2) increased after lectures independently rated as low in employing a student-centred focus; and 3) were facilitated by students' trait emotional intelligence.
Original languageEnglish
Pages (from-to)957-970
Number of pages14
JournalStudies in Higher Education
Volume37
Issue number8
Early online date16 Aug 2011
DOIs
Publication statusPublished - Dec 2012

Keywords

  • academic
  • educational technology
  • individual differences
  • group work
  • authentic assessment

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