Classroom sound can be used to classify teaching practices in college science courses.
Melinda T OwensShannon B SeidelMike WongTravis E BejinesSusanne LietzJoseph R PerezShangheng SitZahur-Saleh SubedarGigi N AckerSusan F AkanaBrad BalukjianHilary P BentonJ R BlairSegal M BoazKatharyn E BoyerJason B BramLaura W BurrusDana T ByrdNatalia CaporaleEdward J CarpenterYee-Hung Mark ChanLily ChenAmy ChovnickDiana S ChuBryan K ClarksonSara E CooperCatherine CreechKaren D CrowJosé R de la TorreWilfred F DenetclawKathleen E DuncanAmy S EdwardsKaren L EricksonMegumi FuseJoseph J GorgaBrinda GovindanL Jeanette GreenPaul Z HankampHolly E HarrisZheng-Hui HeStephen IngallsPeter D IngmireJ Rebecca JacobsMark KamakeaRhea R KimpoJonathan D KnightSara K KrauseLori E KruegerTerrye L LightLance LundLeticia M Márquez-MagañaBriana K McCarthyLinda J McPheronVanessa C Miller-SimsChristopher A MoffattPamela C MuickPaul H NagamiGloria L NusseKristine M OkimuraSally G PasionRobert PattersonPleuni S PenningsBlake RiggsJoseph RomeoScott W RoyTatiane Russo-TaitLisa M SchultheisLakshmikanta SenguptaRachel SmallGreg S SpicerJonathon H StillmanAndrea SweiJennifer M WadeSteven B WatersSteven L WeinsteinJulia K WillsieDiana W WrightColin D HarrisonLoretta A KelleyGloriana TrujilloCarmen R DomingoJeffrey N SchinskeKimberly D TannerPublished in: Proceedings of the National Academy of Sciences of the United States of America (2017)
Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.