Classroom Lectures Research Articles

Classroom perception in higher education: The impact of spatial factors on student satisfaction in lecture versus active learning classrooms.

Driven and influenced by learning theory and information technology, the form of the classroom environment in higher education is constantly changing. While traditional lecture classrooms focus on efficient learning modes and economical space layouts, active learning classrooms focus more on active learning psychology and adaptive space perception. Although existing studies have explored the development of educational and technological domains in the classroom, a comparative study of these two classroom environments and students’ learning perceptions has not been conducted. Hence, using a questionnaire, this study collected subjective perception reports from 316 students in traditional lecture classrooms versus active learning classrooms. By analyzing Likert scales of student satisfaction in two classroom environments, the study found the following: learning support dimensions in both classroom environments required improvements; space and furniture perception, physical and decorative environment are critical factors in improving students’ perceptions in the lecture classroom; space perception is the critical factor in enhancing students’ perception in the active learning classroom. These findings can serve as good references and useful insights for future classroom design and optimization to build enriched and inclusive learning environments to help students gain a more positive perception of learning.

Communication Patterns of Deaf Students with Hearing Lecturer in Classroom

Deaf people communicate differently, such as using sign language or writing. This communication style difference becomes a problem when a deaf person is in higher education, where most of the communication is verbal orally. Most deaf students in the university in Indonesia do not have a standardized facility to help them study in class; therefore, each student could have a different communication style during class lectures. This article identifies the classroom communication patterns between deaf students and hearing lecturers. The research's informants are deaf students from three universities in Central Java. The characteristics of the informant are; 1) deaf student, 2) use more than one communication medium, and 3) the communication with the teacher happened in the classroom (offline class). This study uses a qualitative approach with a phenomenological method to understand the phenomenon of deaf students in the classroom—data obtained through in-depth interviews and literature study. The results of this study indicate that deaf students have a variety of communication styles in classrooms, such as a mobile application called Live Transcribe, a note taker, and an interpreter. However, there are still many obstacles, such as the transcripts from the application that are not per the speech, note takers that do not give a piece of comprehensive information, and the limited number of interpreters. Therefore, the students must change the media communication regularly depending on the situation to overcome those problems. To cite this article (7th APA style): Aprilia, R. & Nisa, F. K. (2022). Communication patterns of deaf students with hearing lecturer in the classroom. Journal Communication Spectrum: Capturing New Perspectives in Communication 12(2), 135-145. https://doi.org/10.36782/jcs.v12i2.2277

온택트 시대 강의방식 변화에 따른 교육 만족도 연구

After the outbreak of COVID-19 pandemic, there have been a lot of changes around the globe. With the popularity of online communications, ontact culture has emerged, and its influence even reached an educational sector. In 2020, the Ministry of Education announced the launching and spread of ontact platform-based tele-education as conventional face-to-face classroom education became impossible. Such sudden change in teaching methods resulted in a lot of difficulties and complaints among college students and faculty members. Under these circumstances, this study attempted to investigate educational satisfaction after change in teaching methods in the ontact era against college students majoring in cosmetology. For this, a self-administered questionnaire survey was performed to examine their general characteristics, influence of COVID-19 pandemic on academic achievements, preferred lecture style and advantages & disadvantages by teaching method, and the results found the followings: Regarding respondents’ general characteristics, ‘college women’, ‘20s’, ‘4-member family’, ‘mid-high’ and ‘makeup’ were most responded in terms of gender, age, household type, academic grade and academic major respectively. In addition, many respondents said that they considered taking a leave of absence because of the COVID-19 pandemic. Concerning a preferred lecture style, face-to-face classroom lecture was preferred to untact lecture, but the difference was minor. In other words, they have adapted themselves to new educational environments over time. However, they still prefer conventional face-to-face classroom lecture which enables mutual communications and instant feedback. It is anticipated that the study results would be helpful in promoting studies on the development of educational services in the event of a COVID-19 pandemic-like dramatic crisis.

A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education

Abstract. COVID-19 caused many disruptions, not only in society, but also in university education, including in hydrology and water-related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19, we got curious about how COVID-19 might have impacted European water education. Consequently, we chose to investigate this aspect in the mandatory project of the course by conducting an online survey. In this paper, we communicate the results of the survey and reflect (hold up a mirror to water education) on how the teaching of hydrology and water-related sciences changed due to COVID-19. The answers of 28 respondents, working in the field of hydrology at different universities across Europe, showed that in the pre-COVID-19 classroom lectures, laboratory work and fieldwork were commonly used teaching formats in courses with 10 to more than 40 students. These results agreed with those found in the literature. The occurrence of COVID-19 forced hydrological education to suddenly move from classroom to online teaching, which was possible thanks to the available digital tools and technical infrastructure. The practiced online teaching format remained lectures. Most of the respondents (>40 %) reported not using classroom assessment techniques to gauge the students' performances. In addition, a loss of human interaction in the online environment was noticeable. Hence, whether students reached their learning outcomes during distance teaching was largely unknown. The most affected learning activities were the ones that could not be moved to online teaching, such as laboratory work and fieldwork. As a result, comprehensive hydrological knowledge might be missing for at least several cohorts of hydrologists. In this way, COVID-19 caused a secondary effect on society which needs skills in solving future challenges such as water management in a changing climate. Next to negative aspects, we observed positive COVID-19 aspects; for example, the hydrology community explored novel teaching formats and shared teaching material and experiences online. COVID-19 forced hydrology teachers to explore, improvise, and be creative to continue teaching. Hydrology can use this experience to learn from and modernize hydrology education by developing a lesson design suited for the online environment, including best practices and making practical and “exotic” non-traditional teaching formats accessible to all hydrology and water students.

Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University.

PurposeThe aim of this study was to assess dental students’ perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic.MethodsThis cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample.ResultsThe majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience.ConclusionThere were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners’ needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.

Virtual online teaching in lieu of cadaveric dissection and traditional learning methods during Anatomy classes in the lockdown times of COVID–19: Students perspective

Dissecting a cadaver is a once in a lifetime opportunity for a medical student. But considering the present COVID -19 pandemic, most of the medical colleges have stopped the cadaveric dissections and other offline teaching activities since March 2020. Virtual online classes on Zoom® meetings and Google® classroom were taken. This study is done to find theviewpoint of 1 MBBS students to use of virtual online teaching in lieu of cadaveric dissection and traditional teaching methods.Pretested questionnaires were sent to willing students. A consent form was first sent followed by first questionnaire during the online classes in August 2020. Second questionnaire was sent after offline classes in small groups were taken in December 2020.Online histology classes were preferred by 49.7% students. Osteology tutorials and classroom lectures of gross Anatomy were preferred over virtual classes. Students preferred recorded lecture to live online lecture because of connectivity issues.Online classes helped in continuation of classes during pandemic. But online lectures and virtual dissection can’t replace classroom lectures and cadaveric dissection.

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could enhance their language learning outcomes through employing a single group pretest post-test design. We explored how the participants perceived the usefulness of the activity to foster language learning by administering a questionnaire survey. Finally, we investigated whether our learning activity could mitigate the cultural attributes inherent in Asian culture through interviews with the participants and their instructors. Our results demonstrated that participant learning outcomes improved during the learning activity. The results also showed that the perceptions of most participants of the value of the exercise were high. In the interviews, the participants and the instructors revealed that they felt the learning activity was useful and interesting. They also claimed that the learning activity helped mitigate cultural attributes, such as shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, test-oriented learning, reliance on teachers for knowledge, and memorization. Based on these results, we provide some implications and useful suggestions for educators and researchers.

Usage of Learning Management System to Implement Online Teaching Methodology in Undergraduate Medical Students

Background: The COVID-19 pandemic caused a temporary roadblock in learning among medical colleges in India as traditional classroom teaching was suspended temporarily. Students and faculty members had to adapt in a short period of time to transition from traditional practices of live classroom lectures to a virtual mode by using learning management system (LMS). Objectives: The present study aims to describe the perceptions of students and faculty members about their experience using the LMS to attend online classes. It also aims to assess the possibility of using the same for postgraduate medical education, particularly in specialties requiring visual aid for learning such as radiology, dermatology, and pathology. Materials and Methods: A cross-sectional survey-based observational study was conducted on 123 MBBS students and 36 faculty members after 6 months of the online teaching using LMS. Responses were collected on their experience with the LMS and assessed using a three-point Likert scale. Results: About 62.6% of the students who participated in the study felt that it was easy to log into the LMS platform. About 58.6% of the students felt that the audio and video quality of the classes on the platform was good. The majority of students (93.5%) felt that the user interface of the LMS was easy to use. Poor Internet connectivity issues accounted for the main cause of interruptions during online classes for 48% of the students. About 88.9% of the faculty members felt that it was easy to log into the LMS to conduct online classes. Around 86.1% of them felt that the audio and video quality was good on the platform. Browsing through the platform during online lectures was easy according to 75% of them. Conclusion: The majority of students and faculty members felt that the user interface and quality of the audiovisual feed of the LMS were very good. The LMS platform made the scheduling of classes, marking attendance, and usage of additional annotation tools convenient. Usage of LMS can supplement the traditional face-to-face lecture classes to enhance learning in medical undergraduate and postgraduate education.

Practice of Human Resource Development Related to Biopharmaceutical Manufacturing and Quality Control and the International Contribution as Centers of Excellence of Asia-Pacific Economic Cooperation-Life Sciences Innovation Forum-Regulatory Harmonization Steering Committee

In recent years, the development of biologics such as therapeutic antibodies has increased. Around 1980, Japan was the world's leading country in terms of research and development on biologics. However, after that, the development of biologics in Japan has become stagnant. Especially, research and development of therapeutic antibodies, which are critical medical products, is compared to that being conducted in Europe and the United States. The products distributed in Japan are developed and manufactured overseas. Furthermore, related emerging technologies are developed overseas. Therefore, to improve this situation, Biologics Center for Research and Training (BCRET) was established in August 2017 in Kobe city to develop human resources for biologics with the cooperation of Japan Pharmaceutical Manufacturers Association, Japan Agency for Medical Research and Development, Kobe University, and related ministries and agencies. BCRET will develop human resources by providing useful information and experience related to the development and manufacture of biologics in the form of classroom lectures and practical training for process and analysis developers and pharmaceutical affairs related to manufacturing, quality control, and approval applications in the biologics field of pharmaceutical companies, along with reviewers and inspectors of Pharmaceuticals and Medical Devices Agency and inspectors from countries belonging to Asia-Pacific Economic Cooperation (APEC). This is the first attempt in the world to develop human resources in a field of chemistry, manufacturing and control and Good Manufacturing Practice of biologics for inspectors in countries belonging to APEC, and it is expected to contribute internationally for human resources for biologics.

Importance of Television Talk-Shows in Classroom Lectures (An analysis using ‘Ek Mulakat’ as Reference)

Teachers in classrooms constantly face a variety of challenges. Poor communication skills, lack of vocabulary, poor grammar, and lack of motivation among students can hamper the teaching and learning process. To deal with these issues, teachers use a variety of methods and teaching materials. This study was conducted to evaluate how teachers can use TV talk shows in their classes to inspire the students. This research study was carried out to understand if talk shows are an effective tool which could be used in classroom lectures. The findings show that using TV talk shows can often excite classes into enthusiastic collaboration in real. Exposing students to visual images of TV talk-shows are more effective than readings alone. They cannot act as substitutes for instructors but can complement readings and lectures. If properly introduced and discussed, TV talk-shows can stimulate inquisitiveness, willingness to learn more and provide frameworks for analysis. However, the focus is on how teachers can make their sessions more interesting and productive by integrating this teaching tool.

Attitude of dental students towards academic online learning during lockdown in the year 2019 due to coronavirus disease – An online survey

Objectives: A process of acquiring knowledge by a person is called education. At present, educational system focuses on the ways with which the students are being educated. The pandemic condition, due to coronavirus disease of 2019, has made online learning compulsory for one and all. Students are not introduced for this new technique to use for longer time and dental practitioners spend more time in clinical learning. The aim of the study was to assess the attitude of dental students toward academic online learning as compared to traditional ones during COVID-19 pandemic lockdown. Materials and Methods: Questionnaire was made using software Google Forms which was based on determining attitude of students toward online learning and send to around 75 students. A total of 63 students responded to it, received in the form of mails. The data were collected and statistical analysis was performed. Results: About 93.7% of students selected traditional classroom lectures and clinical demonstrations and 6.3% of students selected online lectures/ webinars/demonstrations regarding the preference of learning method. Conclusion: Regardless of the various advances in the learning methods, students would like to continue with the traditional classroom learning rather than online learning after the COVID-19 lockdown is over.

Student research collaboration as conservation education: A case study from the primate field school at Maderas Rainforest Conservancy.

Maderas Rainforest Conservancy (MRC) is a conservation-focused non-profit organization that is devoted to protecting the tropical forests they manage in Costa Rica and Nicaragua and to providing conservation education for international university students through biological field schools. The MRC Primate Behavior and Ecology course is their most frequent course offering and is aimed at developing students to be independent field researchers. This course involves classroom lectures, training in primate identification and field methods, and the execution of independent research projects that students design, collect data for, and write up as scientific papers. Student development as conservationists is facilitated through the research experience provided by this field course as well as through co- and extracurricular research opportunities available to students at the sites that MRC manages: La Suerte Biological Research Station in Costa Rica, and Ometepe Biological Research Stationin Nicaragua. In tandem with their participation in the MRC primate field course, we (Laura M. Bolt and Amy L. Schreier) consistently offer students research opportunities in our ongoing project examining the impact of forest fragmentation on primate behavioral ecology. MRC student course evaluations indicate that this co- and extracurricular research participation substantially contributes to student academic development and conservation awareness. Student research collaboration, therefore, greatly benefits students as well as furthers MRC's conservation goals as a non-profit organization. In future MRC primate field school sessions, we will continue to offer research collaboration opportunities to students and will also endeavor to improve conservation education at MRC by involving more local community members in MRC's academic programs.

Research on Students' Satisfaction of Intelligent Learning Based on Text Mining Technology.

Recently, professionals have highlighted the need for students to have information technology and data analytic skills to be successful in the profession. To meet this demand, educators attempt to integrate technology into curricula. However, the satisfaction of students is of greater importance to evaluating curriculum quality than teaching. This study explores the perceptions that second-year undergraduate students (n = 51) enrolled in a Chinese University held about the teaching contents and teaching approaches of intelligent curriculum. Based on the data sample of the students' summary text for curriculum learning, this study adopts TFIDF analysis, topic modeling, text sentiment analysis, and other text mining technologies so as to have a profound analysis on the students' satisfaction. We find that: (1) the students have a higher satisfaction on the teaching contents involved in the financial sharing center compared to RPA financial robot; (2) students have a better adjustment to case analysis and flipped classroom compared to simulation training and classroom lecturing. Our findings and discussion should be of interest to leaders and teachers of business program seeking to integrate technology. We believe that this study's results provide opportunities to have a further improvement of the teaching contents and optimization of teaching design to effectively improve the curriculum quality in order to achieve enhancement of students' satisfaction.

Live online lecture versus classroom lecture: perception of undergraduate medical and nursing students and faculty

Introduction: During COVID-19 pandemic, live online lectures were offered for the first time to the undergraduate students. Due to its novelty, it was important to identify the effectiveness. Thus, the aim of this study was to compare the perception of students and faculty regarding the attributes of lectures delivered via live online versus classroom platform. Method: In this descriptive study, after approval from the ethical committee, link to the validated questionnaire was sent via email to all participants. Quantitative data were expressed as numbers and percentage while thematic analysis was done for qualitative data. Result: In this study 22 faculty members and 176 students participated. Twenty-one (95%) faculty and 159 (90.3%) students agreed that it was a good initiative to start live online lectures during the pandemic, and 18 (81.8%) faculty and 160 (91%) students were satisfied or partially satisfied with online mode. Limitations identified were technical issues and lack of physical interaction. Both faculty members 18 (81.8%) and students 116 (65.9%) agreed or strongly agreed that online lectures were less interactive, and suggested ways to improve online lectures by making sessions more interactive, proper lecture scheduling and using different online media. Conclusion: Participants identified various strengths of live online mode which is encouraging to use during adverse situations or even continue as a standard platform but it is not without limitations. Thus, for successful implementation, proper planning and designing of lectures are required.

Perception of health care students towards lectures as a teaching and learning method in the COVID era - A multicentric cross-sectional study from India.

The sudden precipitation of the pandemic forced undergraduates to take refuge at home, deserting the campus. Consequently, the age-old classroom in person teaching-learning (T-L) method shifted and lessons had to be conducted online. In previous decades, archetypical classroom lectures survived a lot of criticism in the face of the quasi-passive nature of T-L methodology. There are very few studies that reflect undergraduate students' perceptions of lectures. This study aimed to evaluate undergraduate students' perceptions of lectures using an online questionnaire with 13 items, which was circulated to undergraduate students of medical, physiotherapy, and nursing courses in three settings at different locations of private and public health schools. There was a total of 877 responses. The surveyed students were in favor of lectures and considered them indispensable for undergraduate learning. They preferred it as a kind of organized learning through the teacher's own experiences. Our study suggests that it is not the 'lecture' that requires mending but possibly teachers require better training, application of effective audio-visual aids, and innovative techniques to sustain students' interest in the class.

The Relationship Between Psychological Quality Education and Mental Health Level of College Students by Educational Psychology.

To enable all college students to have positive psychological quality and sound personalities, their potential should be fully realized, and their comprehensive ability should be improved to adapt to society. Empirical research is carried out by means of questionnaires, and the relationship between psychological quality education and the mental health level of college students is studied through correlation analysis and regression analysis. Firstly, the problems existing in college students’ psychological quality education are summarized from the perspective of educational psychology through questionnaires. Secondly, the data of college students’ psychological quality education and mental health level are collected, and the general situation and the relationship between college students’ psychological quality education and mental health level are analyzed and discussed by processing the existing data. The research results show that 51% of college students think that psychological quality education is only needed when there is a psychological problem; 47% of college students believe that the current educational content of the school’s psychological quality education focuses on the prevention and solution of students’ psychological problems; 83% of the students consider that the psychological quality education currently carried out by the college still adopts the more traditional teaching methods such as classroom lectures, psychological counseling and special lectures. In the process of predicting college students’ mental health level, psychological resilience plays a significant role, which can predict 21.1% of variables. Psychological resilience and optimism can jointly predict 26.4% of variables. These contents broaden the research field of college students’ psychological quality education, enrich the related research on it, and provide a reference for the intervention of college students’ psychological health in school situations.

Development of an integrated blended learning model and its performance prediction on students’ learning using Bayesian network

With the spread of the COVID-19 pandemic, the importance of online learning has grown up worldwide and many higher education institutions used this mode of learning to save the timings of students. Just Online learning does not fulfill all the learning requirements of undergraduate students, therefore, there is a need for the blended learning (BL) method to be adopted in higher educational institutes for the enhancement of students’ learning outcomes. This research paper focuses on the development of an integrated blended learning model and the performance of the model on students’ learning has been predicted using a Bayesian network (BN) classifier. The proposed model is based on the medium impact blend of the Rotation model and the Enriched Virtual Model and applied to undergraduate computing students. The Data Structures and Algorithms course is targeted for the prediction of students’ performance. The findings of the proposed Integrated BL model show that when students properly attend the classroom lectures followed by their associated lab practical in the Rotation Model and follow the online learning activities in the Enriched Virtual Model properly, then their learning outcomes may be increased as predicted using BN method. The proposed model also reports an overall accuracy of 88.5% on the collected data.

General Medicine Departments of Japanese Universities Contribute to Medical Education in Clinical Settings: A Descriptive Questionnaire Study.

BackgroundIt is unclear how much effort Japanese university general medicine (GM) departments, which teach basic medical skills and have a high affinity for clinical practice, devote to medical education, particularly undergraduate education. This study aimed to clarify the contribution of GM departments of Japanese universities to medical education.Patients and MethodsThis was a questionnaire-based descriptive study of GM departments of Japanese universities. We sent the questionnaire created using Google Forms by email, and the universities responded by Internet. The department chairperson of the universities’ main hospital was responsible for completing the questionnaire. It covered the number of staff, inpatients over the previous 3 years, affiliated hospitals, classroom lectures, and practical training sessions per year for each academic year in medical faculty and students accepted for clinical clerkship. Items also included the effort for clinical training, research, and education and the effort for undergraduate, initial clinical residency, and specialty program training.ResultsIn all, 46 of 71 universities responded, and we included 43 in our analysis. The median number of medical staff was 7; the median number of inpatients over the previous 3 years was 76. The median number of classroom lectures of the GM department was 1 for 1st-year, 5 for 3rd-year, 9 for 4th-year, and 0 for 2nd-, 5th-, and 6th-year students. The median total number of accepted students for clinical clerkship was 120. The median educational effort of the GM department was 30. With total educational effort set at 100, the median effort for undergraduate education was 45, for postgraduate residency 30, and for specialty program training 20.ConclusionThe undergraduate medical education by GM departments of Japanese universities was provided mainly in clinical settings for almost all medical students. A focus on exposing students to GM in early academic years would improve the educational environment.

Pear Deck: bridging the dilemma of Education and Online Learning in the COVID-19 Pandemic

Teachers are required to think creatively and innovatively in making learning innovations in schools that can be done with interactive and contextual learning concepts. One of these learning concepts to overcome learning loss is Pear Deck. This research aimed to determine the effectiveness of the application of pear deck learning media to overcome learning loss and know the perspective of learners and teachers to apply this learning media innovation. This is descriptive research with 40 students and ten lecturers as respondents. Data collection techniques used were observations, interviews, and questionnaires. The study revealed that the role of teachers is very important in providing quality education to the nation's students, as well as facilitating the use of Pear Deck learning media because it helps students undergo interactive classroom lectures and maintain enthusiasm on academic topics in an interesting and up to date learning way. The researcher found several educational dilemmas in the pandemic period, including students and parents of gaptek (stuttering technology) students, internet access, difficulty understanding the material, feeling lazy and difficulty concentrating due to monotonous learning. However, the said obstacles can be overcome by creating an online learning system media, communication with the student's guardian, creating a summary of learning, providing tasks that encourage students to be actively bridged using Pear Deck learning media. Based on the research results, it can be concluded that the application of Pear Deck media with interactive contextual concepts is declared effective and able to provide solutions to learning loss faced by learners and increase the learning motivation of learners.

Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms.

Instructor Talk—noncontent and nonlogistical language that is focused on shaping the classroom learning environment—is a recently defined variable that may play an important role in how undergraduates experience courses. Previous research characterized Instructor Talk used by faculty teaching in biology lecture classrooms. However, graduate teaching assistants (GTAs) and laboratory classrooms represent critical factors in undergraduate education, and Instructor Talk in this context has yet to be explored. Here, we present findings analyzing Instructor Talk used by GTAs teaching in undergraduate biology laboratory classrooms. We characterized the Instructor Talk used by 22 GTA instructors across 24 undergraduate biology laboratory courses in the context of a single, urban, Hispanic-serving and Asian American and Pacific Islander–serving Institution. We found that Instructor Talk was present in every course studied, GTAs with pedagogical training and prior teaching experience used more Instructor Talk than those without, and GTAs teaching laboratory courses used more Instructor Talk than previous observations of faculty teaching lecture courses. Given the widespread use of Instructor Talk and its varying use across contexts, we predict that Instructor Talk may be a critical variable in teaching, specifically in promoting equity and inclusion, which merits continued study in undergraduate science education.