Active Learning in Classrooms Using online Tools: Evaluating Pear-Deck for Students' Engagement

Javed, Yasir; Odhabi, Hamad

doi:10.1109/ctit.2018.8649515

Cited by 21 publications

(20 citation statements)

References 14 publications

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“…Another wrote, "I'm fun because Pear Deck help me get more involved." This proves that students perceived Pear Deck as encouraging them to be more engaged (Javed & Odhabi, 2018;Liu et al, 2019). Online technology makes interactive learning possible and enhances students' motivation and engagement.…”

Section: Students' Perceptionmentioning

confidence: 75%

“…Pear Deck, an online interactive slide system, was utilized along with Webex in the synchronous session. This platform has been reported to improve students' engagement in class (Javed & F I G U R E 1 Flipped classroom model for online instruction Odhabi, 2018;Liu, Sands-Meyer, & Audran, 2019). To some extent, Pear Deck is similar to PowerPoint or Google slides (Anggoro, 2020).…”

Section: T Wo Phases Of a Flipped Learning Model For Online Efl Instr...mentioning

confidence: 99%

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A Flipped Classroom Model to Improve Students’ Online EFL Learning

Anggoro

Khasanah

2022

TESOL Journal

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Since COVID-19 became a global pandemic, classes have been pushed online by universities across countries, including Thailand. Thai universities started remote instruction in March 2020 (Covid-19 fear pushes classes online, 2020). This sudden change brought challenges in providing high-quality remote learning for students. In the first week of its application, several issues arose, including lack of students' engagement and participation. Because engagement has been proven to affect achievement (Archambault, Pagani, & Fitzpatrick, 2013;Wang & Holcombe, 2010), concerns about making the instruction less teacher-centered were raised. It was also observed that students' learning pace was compromised as students struggled to understand the instruction. A flipped classroom becomes a solution in these matters as it provides some advantages that learning can benefit from such as more preparation, practice, and interaction time. In this model, students are given and asked to study several prepared materials, including lecture videos before class, to have more opportunities to practice in various ways in the classroom (González-Gómez, Jeong, & Rodríguez, 2016;Tucker, 2012). This gives more flexibility to students in arranging their study time (O'Flaherty and Phillips, 2015), and enables more effective interaction during lessons (Fang, 2020). Most importantly, recent studies reported that the flipped classroom can improve students' achievement and engagement as it enables effective knowledge and skills development and positive attitudes (ALRowais, 2014;Chao, Chen, & Chuang, 2015). Even though this concept has been adopted in many face-to-face classes, there is a scarcity of research that uses all online classroom instructions. When classrooms at Walailak University were pushed online, this concept, carefully combining online synchronous and asynchronous phases, was fully adapted to a General English (GE) class. Prior to the pandemic, a flipped classroom model was utilized by the teacher to teach the GE class. The model had shown positive results during the regular classroom instructions as more time in the class was allocated for students' interaction. This led to the adaptation of the model for use in online instruction.This research brief discusses the implementation of the innovation in online instruction of the GE subject Reading and Writing at Walailak University. Moreover, it reports the effects of the model on students' achievement and perception.

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Section: Students' Perceptionmentioning

confidence: 75%

Section: T Wo Phases Of a Flipped Learning Model For Online Efl Instr...mentioning

confidence: 99%

A Flipped Classroom Model to Improve Students’ Online EFL Learning

Anggoro

Khasanah

2022

TESOL Journal

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“…It means Pear Deck can increase student engagement in English classes. A recent study reported that the digital tool significantly improved students’ active learning in class (Javed and Odhabi, 2018).…”

mentioning

confidence: 99%

Pear Deck

Anggoro

2020

RELC Journal

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The advancement of technology has brought several options that instructors can utilize in English instruction including Pear Deck, which is an interactive classroom response system (Mache et al., 2017). This platform possesses several strengths including its accessibility, real-time response system, and session review feature. Despite the strengths, the current version of Pear Deck possesses weaknesses particularly for free users and Microsoft account users since a few useful features are currently unavailable for them. Notwithstanding the flaws, this platform has great potential to improve students’ engagement and achievement in both face-to-face and online English instruction.

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“…Pear Deck allows students to become self-motivated and active learners by allowing them to ask inquiring and intuition-challenging questions, instead of simply relaying facts [22]. Also, as stated in the study of reference [2], "the use of Pear Deck supports teachers in building engaging activities and allowing students to be active and time-on-task performers.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the Effect of Interactive Digital Presentations on Students’ Performance during Technology Class

Shala¹,

Shatri²

2022

Education Research International

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The importance of this research was to highlight the use of interactive digital presentations in the classroom that allow students to interact with the lesson content, work independently, and answer various questions presented on these interactive slides. We used the Pear Deck add-on to create these interactive presentations. The research had a quasiexperimental design and was conducted with two seventh-grade classes in the primary school “Naim Frasheri” in Prishtina, where one of them played the role of the experimental group while the other had the role of the control group. Data collection instruments were used in two tests (pre-test and post-test), a questionnaire for students in the experimental class, and the method of observation in both classes. From the data collected from the questionnaire, we measured the positive effects on students’ motivation to learn and the positive effects on achievement were measured by testing students, while our attitudes as a teacher were reflected through the observation process. The results of this study have shown that the use of interactive digital presentations has a positive effect on the memorization of concepts and students’ engagement and that this kind of presentations are more efficient to use during the technology class compared to traditional learning methods.

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Active Learning in Classrooms Using online Tools: Evaluating Pear-Deck for Students' Engagement

Cited by 21 publications

References 14 publications

A Flipped Classroom Model to Improve Students’ Online EFL Learning

A Flipped Classroom Model to Improve Students’ Online EFL Learning

Pear Deck

Evaluating the Effect of Interactive Digital Presentations on Students’ Performance during Technology Class

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