Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data ( class="aps-inline-formula"> respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.
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机译:基于互动参与的(IE)物理课程有可能振兴和激励学生,但学生可能会抵抗或反对教育学。了解对学生满意的主要影响是成功实施此类课程的关键。在这项研究中,我们注意到IE与传统物理课程之间的一个主要差异之一在于教师和学生之间的人际关系。因此,我们介绍了教师可信度的人际通信构建,以及面向框架,以了解教师和学生如何导航新的交互空间。通过解释调查数据( class =“aps-inline-fapers”> 展开▼