Learning Through Dialogic Teaching and Instructional Conversations in Higher Education: A Multiple Case Study

Abstract

Educators have applied the Center for Research on Education, Diversity, and Excellence (CREDE) standards to classrooms of children and youth for over 30 years. However, few studies have focused on applying the strategies in higher education. Therefore, this multiple-case study investigated one of those standards, Instructional Conversations, with adult students. Instructional Conversations are small group discussions between an instructor and students that promote students’ conceptual understandings. Participants included four higher-education instructors and their students, who were studying for associate, undergraduate, and graduate degrees. Instruction took place one year into COVID-19 pandemic and used online formats. Discourse Analysis revealed how ideas were co-constructed, as well as speech acts by four participant instructors with varying understanding and experience in use of Instructional Conversations. Results indicated that instructors who applied Instructional Conversation used specific speech actions in comparison to other instructors who used alternative methods of class instruction. The two instructors with experience in Instructional Conversation assisted students to clarify their thoughts and reframe thinking. Further, they paraphrased student comments, co-created ideas with learners, and created opportunities for students to share their lived experiences.