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Dyan Jones, Qing X.
(Ed.)
Despite the positive gains towards student learning outcomes and engagement, active learning has been shown to potentially increase student anxiety due to a fear of negative evaluation. A pedagogical strategy proposed to mediate this issue is known as error framing; it asks instructors to encourage a perception of errors as being a natural part of the learning process. Previous work on this project investigated how graduate teaching assistants (GTAs) operationalized error framing during their training in a mixed-reality simulator but did not investigate their usage of it in their classrooms. This analysis characterizes the error framing statements made by GTAs during a set of classroom observations. We find that GTAs who employ error framing effectively avoid statements that might decrease student comfort and instead tend towards implicit, indirect strategies.
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