Empowerment in College Health Classes: Perceptions and Determinants
Students' Learning Style, Perceived Control and Participation in Class Discussion
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Why some students participate in class discussionsand others do not? Students who rarely participate inclass discussion often report a low level ofperceived control. When a majority of respondents(75%) participates in class discussion and those samestudents report a high level of perceived control,the conditions of the social context allow forempowerment. Classroom structure and socialinteractions could be freeing and empowering, or theycould be imposing and oppressive. Teachers need tolet go of the power and knowledge in college classes,allowing students to transform, to become teachers.Could...
Why some students participate in class discussions
and others do not? Students who rarely participate in
class discussion often report a low level of
perceived control. When a majority of respondents
(75%) participates in class discussion and those same
students report a high level of perceived control,
the conditions of the social context allow for
empowerment. Classroom structure and social
interactions could be freeing and empowering, or they
could be imposing and oppressive. Teachers need to
let go of the power and knowledge in college classes,
allowing students to transform, to become teachers.
Could we measure empowerment in the classroom? This
study offers a new instrument for measuring students
perceptions of participation in class discussion,
contributing to empowerment theory. The practical
significance of this study is two-fold: teachers need
to know that all students have a potential to
participate in class discussion, while students need
to know that their perceived control
increases with participation in class discussion. The
process of empowerment in college classes is a
conscious effort of all who voluntarily transform
their class into a community of inquiry.
and others do not? Students who rarely participate in
class discussion often report a low level of
perceived control. When a majority of respondents
(75%) participates in class discussion and those same
students report a high level of perceived control,
the conditions of the social context allow for
empowerment. Classroom structure and social
interactions could be freeing and empowering, or they
could be imposing and oppressive. Teachers need to
let go of the power and knowledge in college classes,
allowing students to transform, to become teachers.
Could we measure empowerment in the classroom? This
study offers a new instrument for measuring students
perceptions of participation in class discussion,
contributing to empowerment theory. The practical
significance of this study is two-fold: teachers need
to know that all students have a potential to
participate in class discussion, while students need
to know that their perceived control
increases with participation in class discussion. The
process of empowerment in college classes is a
conscious effort of all who voluntarily transform
their class into a community of inquiry.
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