A University of British Columbia (UBC) study found in-class chatting may improve university students’ social and academic outcomes.
According to the study, students who chat in class are likely to feel more included in the community and as a result, more likely to come to class and enjoy it. Coming to class would result in higher academic performance, the study said.
However, in-class conversations won’t help much if they’re completely unrelated to the course content, according to Gillian Sandstrom, a recent PhD psychology graduate from UBC who worked on the study with UBC professor Catherine Rawn.
“There seems to be a misconception that we’re suggesting that students talk whenever they want, and that’s not what we’re saying at all,” Sandstrom said. “We’re just saying that teachers shouldn’t be afraid of a little bit of chit-chat, because it could help build a sense of community in the classroom.”
The study had Rawn and Sandstrom follow 242 first- and third-year students and surveyed them about the amount of talking they had done in class, whether it was at the right time, and whether they enjoyed the class.
“It’s true that a lecture delivered by a professor can sometimes be helpful for learning or to explain a complex concept,” Rawn said. “Research supports another view: that deep learning is most effectively achieved when students are working actively with the material—using that complex concept to do something.”
“That often happens best when working with peers on problems and questions rather than passively taking down notes from someone speaking,” she added.
Andrej Vuković, a second-year Carleton student, said discussions are useful, but he is able to learn better through application.
“Course-based discussion can be useful to quickly get people on the same page about a topic,” he said. “However, I think chit-chat should be kept at a low volume so that people can concentrate on the lecture.”
Anne Bowker, a Carleton professor who researches peer relations and the positive effects of extracurricular participation, said feeling included in the school community is important.
“We know that feeling connected on campus is a really important factor in student success and in student retention,” Bowker said.
“There is no one way for this to happen, but certainly joining a club or group. . . connecting with staff and faculty, all of these things are going to help a student feel like they belong on campus.”
“Make sure you don’t just go to campus, attend class, and then return home,” Sandstrom said. “Joining a club or an intramural sport can be especially great when you’re a little shy—you can’t help but meet people, and you already have something in common.”
