Factors affecting educational innovation with in class electronic response systems

Freeman, Mark; Bell, Amani; Comerton‐Forde, Carole; Pickering, Joanne; Blayney, Paul

doi:10.14742/ajet.1262

Cited by 30 publications

(16 citation statements)

References 38 publications

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“…Learning based strategies Attention Students are more focused in class Bergtrom, 2006;Burnstein & Lederman, 2001;Caldwell, 2007;d'Inverno, et al, 2003;Elliott, 2003;Elliott, 2003;Jackson et al, 2005;Jones et al, 2001;Latessa & Mouw, 2005;Siau, Sheng, & Nah, 2006;Slain et al, 2004. Interaction Students interact more with peers to discuss ideas Beatty, 2004;Bergtrom, 2006;Caldwell, 2007;Elliott, 2003;Freeman et al, 2007;Kennedy et al, 2006;Sharma et al, 2005;Siau, Sheng, & Nah, 2006;Slain et al, 2004;Stuart et al, 2004;Trees & Jackson, 2007;Van Dijk et al, 2001.…”

Section: Contingent Teachingmentioning

confidence: 99%

A strategic assessment of audience response systems used in higher education

Kay

LeSage

2009

AJET

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An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.

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Section: Contingent Teachingmentioning

confidence: 99%

A strategic assessment of audience response systems used in higher education

Kay

LeSage

2009

AJET

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“…Technology in the form of a classroom performance system (CPS) was used to gather demographic and quantitative data from the participants. CPS technology is known by many different names such as electronic voting systems (Simpson & Oliver 2007), class electronic response systems (Freeman, Bell, Comerton-Forde, Pickering & Blayney, 2007) or by the nickname 'clickers'. The use of the clickers enabled this data to be collected from the participants quickly, easily and allowed for anonymity.…”

Section: The Deakin University Focus Groupsmentioning

confidence: 99%

Accommodating culture and cultural diversity in online teaching

Goold

Craig

Coldwell

2007

AJET

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The term 'culture' has been in common use for a long time. However there is no universally accepted definition and hence it is important to define clearly what culture means in a particular research context. The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity, and to consider how these manifested themselves when teaching and learning in an online environment. This paper reports on particular outcomes from the second stage of the project. This involved conducting focus groups with experienced academics and educational developers of online units. The aim was to gain an understanding of culture and cultural difference in the online environment and to consider what strategies were effective in teaching a culturally diverse cohort of online students. The findings from the focus group sessions were benchmarked with other external faculty. The cultural factors of ethnicity and language, attitudes to educational learning, education and prior learning, learning styles and socio-economic background were well supported by the external faculty. However the factors of religion and gender were not supported. Practices for accommodating such cultural differences amongst students within the online class are presented. IntroductionThe first known definition of culture dates back to the 18th century when Sir Edward Burnett Tylor defined culture as 'that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society' (Tylor, 1871). However the term 'culture' has more than one definition and Williams (1983; p.87) goes so far as to suggest that culture 'is one of the two or three most complicated words in the English language'. The Oxford Online Reference Premium (2007) produces some 492 definitions of the term culture and these definitions include 'production of organisms', 'intellectual development and tastes', 'form or type of civilization' and the 'customs of a people'. Consequently Choi (1995) suggests that since there are various Goold, Craig and Coldwell 491definitions of culture and there is no clear consensus on its meaning, it is critical to define the use of the term in any given research area.The research reported here is the second stage of a three-part research project which was undertaken through a Strategic Teaching and Learning Grant at Deakin University in 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity (as perceived by staff and students at Deakin) and to discover how these characteristics manifest themselves when teaching and learning in an online environment. The first stage of the study involved a review of the literature. The second stage of the study was a series of focus groups of staff experienced with online course design, development, implementation and operation (teaching). The findings from these focus gro...

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“…Although the causes of this recent phenomenon are not readily apparent, many professorsbelieve that it may be an outcome of an exponential growth in digital device usage among students that encourages connectivity in the virtual domain but adversely affects the face-to-face interactions in educational as well as social settings. Recent studies have shown that students' active participation in the learning process, referred to in the literature as active learning, leads to enhanced learning and better student retention [8][9][10][11][12]. Recent developments in technology, coupled with student demographic changes, are beginning to have a disruptive effect on the long standing teacher-centric model for educating engineers.…”

Section: Introductionmentioning

confidence: 99%

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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: Keywords:Results are presented from an NSF supported project that validate the hypothesis that students`learning gains can be enhanced through integration of web-based interactive simulation and visualization modules in engineering courses. The im plemen ted mo du les wer e u sed in t he "supplementation" mode wherein students used these modules along with conventional lecture or laboratory classes. In order to gage the effectiveness of each implemented module a "control" group, without access to the module, and an "experimental" group, with access to the module, were identified. Performance of students in both groups in an identical quiz was analyzed statistically to determine if the introduction of web-based modules favorably affected students`learning outcomes. Since both "control" and "experimental" groups may have different demographic profiles -different age, ethnicity, gender etc. -a demographic factor analysis was also conducted for each module to assess if the impact of demographic factors rises to the level of statistical significance.Results of statistical analysis indicated that of the twenty eight learning outcomes tested in eight engineering courses, fifteen showed statistically significant improvement in quiz scores for "experimental" groups over corresponding "control" groups. Even though for thirteen outcomes the quiz scores were generally higher for the "experimental" groups, improvement in quiz scores over the control group performance was not statistically significant. The demographic factor analysis also showed that whereas gender, ethnicity, course load and math SAT scores are not significant factors for the pedagogy of learning with the web-based simulation and visualization modules, the cumulative GPA was a significant factor in five out of nine modules.The results presented in this large scale study, spanning over three engineering disciplines, demonstrates the favorable impact of web-based simulation and visualization modules on student learning. The project has not only led to enhanced student learning in engineering courses and faculty development but it has also contributed to engineering pedagogy by demonstrating the effectiveness of webbased simulation and visualization modules when used in the "supplementation" mode with conventional lectures or lab classes.Visualization, Simulation, Assessment, Web-based Modules.

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Factors affecting educational innovation with in class electronic response systems

Cited by 30 publications

References 38 publications

A strategic assessment of audience response systems used in higher education

A strategic assessment of audience response systems used in higher education

Accommodating culture and cultural diversity in online teaching

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

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