Effective learning is not shaped solely by the instructor. Learner interactions also play a pivotal role in cementing knowledge, introducing divergent understandings, and preparing learners for collaboration in the healthcare field. Studies show that learners comprehend and retain material better when they are able to discuss it with their peers. 

Classes with higher learner communication typically include more discussions, either for the whole classroom or through small group breakout sessions, group activities, and forums for online conversations. Educators who are interested in increasing peer interaction can take simple steps to create the time and space needed:

• Set aside 15-30% of class time for some form of interaction
• Provide regular opportunities for learners to work in pairs or small groups
• Ask learners to engage in different ways, from discussions to giving presentations to brainstorming how to solve a problem
• Interactions are also not limited to classroom discussions. 
  
  

Educators can try out new and creative formats to facilitate interaction, such as those listed below:

Think-Pair-Share

These exercises first ask learners to think individually about their answers to an open-ended question or problem. Then participants discuss their ideas with a peer (or a small group). Finally, each pair or group reports their findings to the whole class. In each step, the learners gradually expand their perspectives and practice effectively communicating their own thought processes. 

Conceptual Multiple-Choice Questions

As the name suggests, conceptual multiple-choice questions test learners’ grasp of an overall concept rather than quizzing them on a fact or simply testing their critical thinking. One way to use this tool in the classroom is to give participants a way to respond digitally (audience response tool, e.g.) so they can respond to questions in real-time as if they were taking a poll. Afterward, the instructor can lead all of the learners in a discussion based on their answers.

Jigsaw Activities

This method first tasks learners with doing their own research to become an “expert” on a narrow topic. Then individuals are put into groups of mixed experts and asked to further explore a topic or solve a problem. This type of exercise can help learners anticipate how colleagues with different areas of expertise will bring different perspectives and priorities to the table. This could be especially effective during interprofessional education activities where learners from various professions are all represented.

Online Discussion Forums

‍Many courses now combine both in-person and online elements. When asking learners to engage in an online, asynchronous discussion, be sure to provide clarity on expectations for the discussion, since you will not be able to act as a facilitator in the same way you would in a classroom. Provide clear guidelines for how participants should communicate with each other to set a tone of respect and tolerance for a diversity of opinions. Clarify whether you expect learners to use a professional writing style or cite sources in their responses. 

When designing a prompt, focus on open-ended questions that have more than one right answer. Consider asking participants to explore raw data and determine how to best interpret it and use it on their own.

An educational software platform such as Elentra gives you the tools you need to set up online discussions, provide students with materials to prepare for a discussion or group assignment, and keep track of learner feedback on their experience of collaborative activities. To learn more about how Elentra can help encourage learner interaction and enhance the learning experience, contact us today.