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A small joke may go a long way

Marklund, Johan LU (2009) 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2009 In Proceedings 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar
Abstract
This paper reports and analyzes the author’s own

experiences of implementing a “joke starting” strategy into the

lecture format of a given course. The “joke starting” strategy

meant that every lecture in the studied course was (jump) started

with a small joke. Thus, we investigate one particular approach

to consciously use humor in teaching, an area well represented in

the literature. The ambition with the “joke starting” strategy was

to improve classroom climate, increase student interaction and

achieve a better learning experience. The study deals with a

single course, which the author taught three times 2002-2004.

The “joke starting” strategy was... (More)
This paper reports and analyzes the author’s own

experiences of implementing a “joke starting” strategy into the

lecture format of a given course. The “joke starting” strategy

meant that every lecture in the studied course was (jump) started

with a small joke. Thus, we investigate one particular approach

to consciously use humor in teaching, an area well represented in

the literature. The ambition with the “joke starting” strategy was

to improve classroom climate, increase student interaction and

achieve a better learning experience. The study deals with a

single course, which the author taught three times 2002-2004.

The “joke starting” strategy was introduced in 2003 and used

also in 2004. No other conscious changes were made to the course

format or its content during these years. Hence, by investigating

course evaluations and grade distributions we can quantitatively

measure the overall impact of the “joke starting” strategy on

students’ perceptions of the course and their learning results.

This is complemented with anecdotal evidence from the author

regarding the perceptions of changes in the classroom climate

and students’ interaction levels. The results indicate that the

“joke starting” strategy was quite successful. The students’

evaluations and the grade distributions improved across the

board. Moreover, the anecdotal evidence speaks about a more

open and interactive classroom climate. The conclusion from this

small empirical study is therefore that a small joke may go a long

way. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
SoTL
categories
Higher Education
in
Proceedings 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar
publisher
LTH
conference name
2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2009
language
English
LU publication?
yes
id
b32885d6-8872-45dc-b8b6-93f7e62b9786 (old id 1691350)
alternative location
http://www.lth.se/fileadmin/lth/genombrottet/natutvkonferens2009/proceedings/83JMarklund.pdf
date added to LUP
2010-12-28 14:09:52
date last changed
2016-07-06 14:30:54
@inproceedings{b32885d6-8872-45dc-b8b6-93f7e62b9786,
  abstract     = {This paper reports and analyzes the author’s own<br/><br>
experiences of implementing a “joke starting” strategy into the<br/><br>
lecture format of a given course. The “joke starting” strategy<br/><br>
meant that every lecture in the studied course was (jump) started<br/><br>
with a small joke. Thus, we investigate one particular approach<br/><br>
to consciously use humor in teaching, an area well represented in<br/><br>
the literature. The ambition with the “joke starting” strategy was<br/><br>
to improve classroom climate, increase student interaction and<br/><br>
achieve a better learning experience. The study deals with a<br/><br>
single course, which the author taught three times 2002-2004.<br/><br>
The “joke starting” strategy was introduced in 2003 and used<br/><br>
also in 2004. No other conscious changes were made to the course<br/><br>
format or its content during these years. Hence, by investigating<br/><br>
course evaluations and grade distributions we can quantitatively<br/><br>
measure the overall impact of the “joke starting” strategy on<br/><br>
students’ perceptions of the course and their learning results.<br/><br>
This is complemented with anecdotal evidence from the author<br/><br>
regarding the perceptions of changes in the classroom climate<br/><br>
and students’ interaction levels. The results indicate that the<br/><br>
“joke starting” strategy was quite successful. The students’<br/><br>
evaluations and the grade distributions improved across the<br/><br>
board. Moreover, the anecdotal evidence speaks about a more<br/><br>
open and interactive classroom climate. The conclusion from this<br/><br>
small empirical study is therefore that a small joke may go a long<br/><br>
way.},
  author       = {Marklund, Johan},
  booktitle    = {Proceedings 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar},
  keyword      = {SoTL},
  language     = {eng},
  publisher    = {LTH},
  title        = {A small joke may go a long way},
  year         = {2009},
}