Gammon-Pitman, R., & Post, P. E., & Ding, L. (2019, June), Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32232

\bibitem{asee_peer_32232}
  Gammon-Pitman, R., \& Post, P. E., \& Ding, L. (2019, June), \emph{Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32232

Robert Gammon-Pitman, Paul E. Post, and Lin Ding.  "Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32232 Internet.  23 Apr, 2024

\bibitem{asee_peer_32232}
  Robert Gammon-Pitman, Paul E. Post, and Lin Ding.
  "Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32232 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_32232
author = "Robert Gammon-Pitman, Paul E. Post, and Lin Ding"
title = "Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32232}
number = {10.18260/1-2--32232}
}

TY  - CPAPER
AB  - What are effective teaching techniques? This question is commonly investigated and sought by teachers and educational researchers to improve student learning. One of the most common ways teachers promote student thinking for learning is by asking students questions. A recognized distinguished teacher’s classroom was chosen for the study presuming their instruction is admirable or special in traditionally taught engineering course. The purpose of the study was to uncover what makes this course special assimilating instructional strategies which drive learning in cognitive and knowledge dimensions. The student-instructor interactions are frequently question-driven with convergent answers varying in difficultly requiring factual, conceptual and procedural knowledge dimensions for solving problems in an introductory to engineering course. This study applies concurrent mixed methods consisting of class observations, question categorization, semi-structured interviews, and surveys. Although data collection is ongoing, the preliminary results suggest the instructor facilitates student learning class by diverse instructional strategies and questioning techniques across multiple mediums through PowerPoint, TopHat, worksheets, example problems and group work. Course instruction is frequently driven by problem statements and instructor posed questions providing students several learning opportunities that appeal to varying student learning preferences. The misleadingly labeled lecture sessions are more than traditional instruction, consisting of dynamic bidirectional feedback via student-instructor interactions. The corrective feedback accompanied by the student-instructor exchanges exemplify Initiate-Response-Evaluation (IRE)-like interactions to actively engage students. These observed instructional practices ascertain a positive case for IRE questioning in introductory engineering contexts contradicting previous education literature reporting IRE questioning to be ineffective. It is extrapolated that the IRE interactions and varying instructional practices aid students in learning problem solving skills to convergently construct knowledge. The anticipated survey and interview results categorize the students’ perceptions on difficulty in responding to questions across multiple mediums which are concurrently utilized by the instructor to evaluate student learning and tailor future instruction increasing student achievement. The instructor’s questions across multiple mediums as well as both cognitive and knowledge dimensions develop students’ technical competency while improving their problem-solving skills via systematic problem solving strategies. These findings would demonstrate effective student-instructor interactions which guide students to think like an engineer. 
AU  - Robert Gammon-Pitman
AU  - Paul E. Post
AU  - Lin Ding
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions
UR  - https://peer.asee.org/32232
DO  - 10.18260/1-2--32232
ER  -