Using Cogenerative Dialogues for Learner-Centered Teaching

Shannon R. Dean-Scott, Texas State University

Key Statement: Cogenerative (cogen) dialogues are one learner-centered approach to engaging students in agency for their own learning and development in a course.

Keywords: Teaching Methods, Pedagogy, Student Learning

Introduction

Staring out to the sea of questioning faces, I paused and asked the question again – still no response from the 22 students staring back at me. My students seemed to either not understand my question or have difficulty with the content. Not surprising, the students in my graduate-level course were wrestling with understanding the content of this complex student development theory. Likely, anyone who has taught college or graduate-level students has faced a similar situation, particularly when attempting to synthesize complex and difficult topics. For me, it was a pivotal moment in my teaching where I began looking for additional pedagogical tools to not only better help my students understand the material but also better keep a pulse on the class and their learning and development.  

Image courtesy of Wix.

Learner-Centered Teaching

There is growing emphasis on the quality of teaching and learning in higher education, due in part to the increased focus on accountability (Gore et al., 2019; Smith, 2013). Scholars have identified a gap between desired outcomes and instructional methods employed in the college classroom (Duch et al., 2001; Lang, 2021; Thomas, 2009). The characteristics of quality teaching are often ambiguous. Although substantial research has been conducted on the topic of effective teaching (Campbell et al., 2020; Lang 2021; McRee 2012), results are often self-reported assessments and focus on the characteristics of the instruction such as good course design or expert presentation; less typically does the research focus solely on the learner (Gore et al., 2019; Silvestri, 2005). However, the scholarship of teaching and learning suggests the importance of using learner-centered pedagogical strategies and the powerful results such strategies have on student learning (Campbell et al., 2020; Hannafin et al., 2014).

Learning-centered teachers create environments that positively impact students through shared governance of the learning space. In learner-centered pedagogical practices, the focus and attention is on learning – what and how the student is learning (Weimer, 2013). In these spaces, the teacher is not the only one with knowledge. Instead the spaces are collaborative environments where instructors must use multiple pedagogical techniques to facilitate learning (Boss & Linder, 2016). One such strategy to engage in learner-centered pedagogies is through cogenerative dialogue. These dialogues, often referred to as cogen, are a structured discourse in which students and teachers discuss students’ learning and the environment around the course materials in an effort to identity and implement changes to the teaching and learning process (Boss & Linder, 2016). Although this is a common practice with K-12 education, it is rarely utilized in secondary and higher education settings. These dialogues are a teaching and learning tool designed to help students explore their understanding while also allowing teachers to better adapt to the learning needs of students.

Implementation and Strategies

The first year I utilized cogen, I integrated these dialogues into my syllabus. I teach in a master’s program in the College of Education for individuals who want to be college administrators. In an effort to incentivize these discussions, I offered students participation points for showing up and engaging. Interestingly, students readily engaged as much the second year, even when I offered the conversations as optional. At that point, only one or two students did not participate. These cogenerative dialogues best occur directly after the class session with a small group (4-5). They can be done as part of the course for credit or on a volunteer basis. Introducing the idea of cogen dialogues is an important part of conducting the dialogues. This can be done through discussion, readings about cogenerative dialogues in the college or graduate school setting, or both. However, it is imperative that students understand the purposes of the dialogues and have investment in their learning through the dialogues.

The first time I conducted cogen with a class, I allowed students to sign up in groups of four and pick a day that worked best for them. Depending on the size of the class and how often you meet, you could assign students one or two cogen sessions for 30 to 60 minutes. The second time I utilized cogen (for the same course the following year), I divided the groups into four, and each group had two designated times throughout the semester. If students had a conflict with the time, they were allowed to switch and email me the dates they were swapping.

During the dialogue it is best to ask open-ended questions, such as: what has been going well in class? How can I help facilitate your learning better?  How could you better understand what is going on in the class?  What concepts are you confused about?  What activities enhance your understanding?  One great thing about these dialogues is that it not only helps the instructor understand what students are learning, but the students often learn from each other during the process of conversation as well; moving the student from a passive recipient of knowledge to a more active contributor. Additionally, it allows the instructor to make modifications throughout the semester and address any deficiencies or discrepancies in understanding.

Currently, I am using cogen in a graduate level research methods course. I currently have 16 students in the course and four opportunities for them to participate in a cogen dialogue. Since this is a content heavy course – and one students often fear – I figured it would be a helpful way to take a learner-centered approach. We have already had two sessions, and the students have provided helpful information in order shape and reshape the ways in which I convey content to better foster learning connections. Although I use cogen in graduate level courses, I do believe these dialogues can be used in content heavy and more discussion based courses. My setting is education, but I believe this would also be beneficial in the sciences or other humanities classes. Obviously larger class sizes would require either larger groups, more opportunities for cogen throughout the semester, or possibly offering cogen dialogues as an extra credit opportunity in very large lecture classes.

Cogenerative dialogues also provide opportunities to disrupt the formal power systems in a classroom (Boss & Linder, 2016). Traditionally, the instructor is seen as an authority and having all the knowledge and power. These dialogues allow for and encourage a disruption of that power, giving students a voice to identify privilege and oppression on a more equal playing field for students than in the formal classroom. Encouraging these kinds of conversations also empowers students to readily contribute to discussions about equity as well.

Reflection on Cogen

This learner-centered activity was pivotal in helping me better gauge the learning of my students – particularly with difficult or complex content that often engages students around diversity and social identity topics. These dialogues allowed me to understand how students were connecting with the material, and ways in which I could continue to facilitate their learning. I then modified the instruction based on their feedback, immediately. Although the benefits of using cogenerative dialogue can be immediate feedback to change course direction or instruction, it also has the unintended benefit of long-term course development. These dialogues also allowed me to think about my syllabus development and class session construction differently for the following years. Another unintended benefit was the depth of conversation facilitated in class. Anecdotally, I felt students were better prepared to discuss the material and students did comment on their increased investment in the material because they felt more responsible for shared learning. Furthermore, students discussed increased understanding of course material because of the dialogues. Sometimes it allowed me to see disconnects in my teaching and their understanding and other times, it allowed students to see that they were the only individual not grasping the material thereby encouraging other students to share their knowledge and comprehension with their peers.  

Cogenerative dialogues provide one effective pedagogical resource to engaging in learner-centered learning activities. By utilizing this tool, instructors allow themselves to receive clear, constructive, and timely feedback to help improve their courses. Thus, if you are interested in better understanding student learning through a learner-centered lens, cogenerative dialogues may be an ideal way to construct your classroom environment.

Discussion Questions

1. How could cogenerative dialogues help students take ownership for their learning in a course you are teaching, particularly if students typically struggle in this course.

2. What would be a challenge or barrier for you to use cogen in your course? Would the benefits outweigh the challenges?

3. If you were to utilize cogen in your course, how might you assess the learning and development that happened as a result of those dialogues?

References

Boss, G. J, & Linder, C. (2016). Navigating the use of cogenerative dialogues: Practical considerations for graduate Faculty. International Journal of Teaching and Learning, 28(3),  326–334.

Campbell, C. M., Chadi, D., & Avila, P. (2020). Who, where, and in what contexts? Applications of teaching practices espoused by the learning sciences to higher education. In K. Culver & T. L. Trolian (Eds.), Effective instruction in college classrooms: Research-based approaches to college and university teaching (New Directions for Teaching & Learning, No. 164, pp. 65–73). Wiley.

Duch, B., Groh, S., & Allen, D. (2001). Why problem-based learning?: A case study of institutional change in undergraduate education. In B. Duch, S. Groh, & D. Allen, The power of problem-based learning: A practical how to for teaching undergraduate courses in any discipline, (pp. 3–11). Stylus.

Fink, L. D. (2021). Toward learning-centered education in colleges and universities. In C. L. Hood, S. Cydis, K. Sowers, S. Meyers, & D. Holttzman (Eds.), Essential learning outcomes and pedagogy (New Directions for Teaching & Learning, No. 166, pp. 7–16). Wiley.

Gore, J., Sweet, C., Blythe, H., Carpenter, R., & Tichenor, D. (2019). Student perceptions of effective teaching traits and strategies. Journal on Excellence in College Teaching, 30(2), 161–176.

Hannafin, M., Hill, J., Land, S., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. In M. Spector, D. Merrill, & J.E. Merrienboer. Handbook of research on educational communications and technology (pp. 641-651). Springer Science Business Media.

Henderson, S., Oakley, J. L., & King, D. (2020). Using cogenerative dialogue to address heightened emotions with difficult students. Cultural Studies of Science Education, 15(1), 99-110.

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed.). Jossey-Bass.

McRee, M. A. (2012). Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs (Unpublished dissertation. University of Illinois at Urbana-Champaign, Champaign, IL.

Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7(3), 245–264.

Silvestri, J. (2005). Exemplary professors: Factors leading to the development of award-winning teachers. Update on Research and Leadership, 17(1), 7–9.

Smith, D. (2013). A model for designing instructional narratives for adult learners: Connecting the dots (Dissertation). Wayne State University, Detroit, MI.

Weimer, M. (2013). Learning-centered teaching: Five key changes to practice. Wiley & Sons.

About the Author