Blending Audience Response Systems into an Information Systems Professional Course

Abstract

Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group.The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.

Volume 2. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

“…Over the past 20 years, lowered costs, increased availability, and increased ease of set up have contributed to widespread use of student response systems (SRS) (Burgess, Bingley, & Banks, 2016;Kay & LeSage, 2009). Instructors may choose to use SRS in different ways.…”