View in EDS

Relational Teaching Behaviours in the Large University Class: An Observational Study

Saved in:
Bibliographic Details
Title: Relational Teaching Behaviours in the Large University Class: An Observational Study
Language: English
Authors: Simon G. Beaudry, Jenepher Lennox Terrion, Meredith Rocchi, Michelle Bartleman
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2024 (3).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, Large Group Instruction, Student Evaluation of Teacher Performance, Teacher Behavior, Teacher Student Relationship, Relaxation Training, Teaching Styles, Positive Attitudes, Nonverbal Communication, Teacher Effectiveness
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: Larger class sizes in higher education can generate many challenges for educators, notably increased negative student evaluations of teaching. This study suggests that one strategy for countering some of the shortcomings of the large classroom is to take a relational teaching approach. We coded the relational communication behaviours of professors teaching in large in-person classrooms and found that encouraging participation as well as having a relaxed body position were most prevalent among instructors with typically high course evaluation ratings. In addition, correlations between relational teaching behaviours and students' course evaluation reports found that instructors with the highest scores were more likely to make eye contact and to smile. We argue that relational teaching behaviours may have an impact on students' perceptions of teaching quality. These findings provide insights into more effective relational teaching in the large class, in particular demonstrating that the most prevalent relational teaching behaviours are not necessarily the most important or effective.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460293
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1460293
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1460293
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Relational Teaching Behaviours in the Large University Class: An Observational Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Simon+G%2E+Beaudry%22">Simon G. Beaudry</searchLink><br /><searchLink fieldCode="AR" term="%22Jenepher+Lennox+Terrion%22">Jenepher Lennox Terrion</searchLink><br /><searchLink fieldCode="AR" term="%22Meredith+Rocchi%22">Meredith Rocchi</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Bartleman%22">Michelle Bartleman</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2024 (3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation+of+Teacher+Performance%22">Student Evaluation of Teacher Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Relaxation+Training%22">Relaxation Training</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1918-2902
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Larger class sizes in higher education can generate many challenges for educators, notably increased negative student evaluations of teaching. This study suggests that one strategy for countering some of the shortcomings of the large classroom is to take a relational teaching approach. We coded the relational communication behaviours of professors teaching in large in-person classrooms and found that encouraging participation as well as having a relaxed body position were most prevalent among instructors with typically high course evaluation ratings. In addition, correlations between relational teaching behaviours and students' course evaluation reports found that instructors with the highest scores were more likely to make eye contact and to smile. We argue that relational teaching behaviours may have an impact on students' perceptions of teaching quality. These findings provide insights into more effective relational teaching in the large class, in particular demonstrating that the most prevalent relational teaching behaviours are not necessarily the most important or effective.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1460293
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460293
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Large Group Instruction
        Type: general
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Relaxation Training
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Relational Teaching Behaviours in the Large University Class: An Observational Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Simon G. Beaudry
      – PersonEntity:
          Name:
            NameFull: Jenepher Lennox Terrion
      – PersonEntity:
          Name:
            NameFull: Meredith Rocchi
      – PersonEntity:
          Name:
            NameFull: Michelle Bartleman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1918-2902
          Numbering:
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Canadian Journal for the Scholarship of Teaching and Learning
              Type: main
ResultId 1