Course characteristics influencing students’ oral participation in higher education

Abstract Many teachers strive for lively student participation in class. This field study examined aspects of learning environments higher education with regard to their connection students’ oral engagement. Overall, six factors that might increase or decrease were investigated: the number teacher questions, course atmosphere, level demand, preparation (e.g., through homework), class size, and subject discipline. The sample consisted 80 courses diverse disciplines at a public university Germany; variables measured by trained observers as well attending students. Student was indicated contributions, an engagement rate denoting breadth course. Three multiple regression analyses revealed differentiated pattern results: Whereas questions increased demand positive contributions both closely linked posed, but also influenced preparation, teaching culture Class size did not have significant effect on any three measures. With respect empirical research participation, shows necessity differential approach consideration teachers’ interactive behaviour. Regarding design manner teaching, implications practitioners are ask be friendly, assign homework.