Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Tan, Elaine; Small, Adrian; Lewis, Paul E.

doi:10.25304/rlt.v28.2323

Cited by 7 publications

(2 citation statements)

References 43 publications

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“…Several of these tools have been developed (e.g., Backstage , [ 36 ]) recently, but in general they allow students to contribute to course dialogue through an app on their devices, with their input projected—typically anonymously—on a shared screen. Some investigators have indicated that, in line with our initial findings, these backchannels can increase the number—and possibly the diversity—of students engaging in class [ 35 , 37 – 39 ]. However, research on the utility and impact of these backchannels is still emerging.…”

Section: Resultssupporting

confidence: 70%

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

Robnett

Ballen²,

Fagbodun³

et al. 2022

PLoS ONE

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The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

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Section: Resultssupporting

confidence: 70%

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

Robnett

Ballen²,

Fagbodun³

et al. 2022

PLoS ONE

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“…Virtual mentoring is quite effective and also allows students anonymity when asking questions, which can encourage quiet students. 4,14…”

Section: Novel Initiativementioning

confidence: 99%

Moving a Team-Based Freshmen Biomedical Engineering and Design Course Online

Haase

2020

Biomed Eng Education

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Team projects and in-class interactions are the hallmark of a freshmen introductory course in biomedical engineering (BME). Our challenge was to continue team activities, mentoring, and the semester-long design project in a virtual environment after in-person classes ended due to the COVID-19 pandemic. This paper highlights some of the adaptations required to continue a large (n = 124) teambased course with students located throughout the world. Breaking up planned in-class activities into small individual assignments followed by team meetings gave groups a starting point for their discussions. Mentoring panels with upperclassmen were actually enhanced through the inclusion of alumni in a virtual environment. The end-of-semester anonymous survey results indicate that 81% of the freshmen agreed or strongly agreed that the course objectives were met, and 75% believed that the team assignments were useful learning experiences. In spite of the sudden shift to online learning, we were able to continue with both short-term and semester-long team activities.

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Live streaming ward rounds using wearable technology to teach medical students: a pilot study

Mill

Parikh

Allen

et al. 2021

BMJ Simul Technol Enhanc Learn

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BackgroundThe COVID-19 pandemic resulted in a loss of clinical clerkship opportunities for medical students. To address this problem while maintaining patient safety, this pilot study explored the feasibility of using a wearable headset to live stream teaching ward rounds to remotely based medical students.MethodsThree live streamed teaching ward rounds were delivered to three groups of medical students (n=53) using the Microsoft HoloLens 2 device and Microsoft Teams software, and results pooled for analysis. Feedback was gathered from students and instructors using the evaluation of technology-enhanced learning materials (ETELM). Patient feedback was gathered using the Communication Assessment Tool to explore any impact on interpersonal communication.ResultsThe response rate for the ETELM-learner perceptions was 58% (31/53), 100% for the ETELM-instructor perceptions. Students strongly agreed that the overall quality of the teaching session and instructors was excellent. However, 32% experienced issues with audio or video quality and one remote student reported cyber sickness. The statement ‘educational activities encouraged engagement with session materials/content’ returned the most varied response. Instructors reported technological problems with delivery while using the HoloLens 2 device and environmental noise in the ward was a disruptive factor. Preparation and skilled facilitation were key to delivering a high-quality teaching session. Patients reacted generally favourably to the technology and no negative effects on interpersonal communication were identified.ConclusionThe experience of live streamed ward rounds was well received by patients, medical students and teaching faculty. However, there remain limitations to the routine use of HoloLens 2 technology in our setting including steep learning curves, hardware costs and environmental factors such as noise and WiFi connectivity. Live streamed ward rounds have potential postpandemic implications for the judicious use of resources, and the possibility for few educationally minded clinicians to teach at scale in a patient-friendly manner.

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Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Cited by 7 publications

References 43 publications

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

Moving a Team-Based Freshmen Biomedical Engineering and Design Course Online

Live streaming ward rounds using wearable technology to teach medical students: a pilot study

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