How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?

Abstract

Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer–student and student–student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student response systems or “clickers”. This field study wishes to extend the current knowledge base by providing an overview of how students and lecturers experience technology in large enrolment courses. An intervention introducing meaningful use of mobile technology in large attendance lectures was therefore set‐up and different aspects were evaluated: interaction and involvement, pleasantness and need for future implementation of an intervention. Participants were 185 bachelor students of Applied Psychology and three lecturers. A mixed method design was used, combining an online questionnaire consisting of multiple choice questions using a 5‐point Likert response scale and open ended questions, with focus group interviews. Focus groups with both students and lecturers provided additional data. Results showed that students experience increased involvement and interaction, that they found the didactical use pleasant and that they were convinced of the need for future use of mobile technology in daily education practice. Focus group interviews with students confirmed these findings under the condition that the used technology was integrated functionally in the lecture. The involved lecturers reported on positive effects and showed themselves to be favorable toward using handheld, mobile technology in large attendance lectures to boost interaction and involvement, even though they admitted to feeling unease about surrendering a level of control over the pedagogic setting.

A systematic review of audience response systems for teaching and learning in higher education: The student experience

“…The anonymity provided by an ARS has been highlighted as beneficial by several studies (Abdel Meguid & Collins, 2017;Heaslip et al, 2014;Sheng et al 2019;Van Daele, Frijns & Lievens 2017;Jones 2019). For example, Heaslip et al, (2014) find in their sample of 120 business undergraduates that the guarantee of anonymity increases student willingness to participate in the class.…”

“…When students compared different teachers' approaches , they felt that not all instructors reflect in sufficient degree over their use of ARS in the classroom. If interactive moments are not integrated smoothly or naturally in the lecture, students appear to question the commitment of the teacher towards the technology Van Daele et al 2017). In some instances, student annoyance was directed towards the design of the technology itself , but in most cases, the students signalled that they would want teachers to have a clear goal of why they use ARS and to be consistent in their use of the technology.…”

“…Main themes associated with student experience of ARS and their occurrence in the final reviewed studies5.1.1 EngagementIn terms of engagement, several articles note that students felt that using an ARS generated a sense of 'fun'(King and Robinson 2009;Van Daele, Frijns and Lievens 2017; with, (after Conelley et al 2006 referring to ARS handsets as 'electronic entertainment toys'. The use of ARS can be perceived as being 'fun' resulting in a more positive response to instruction…”

Mentimeter: A Tool for Actively Engaging Large Lecture Cohorts

“…One key way of significantly increasing the level of student engagement in large lectures is through the use of student response systems (Cline, Zullo, Huckeraby, Storm, & Stewart, 2018;Goodhead & MacMillan, 2018;Habel & Stubbs, 2014;Van Daele, Frijns. & Lievens, 2018).…”

Teaching and Learning Writing Skills in a Technological Age: A Selective Mapping of Writing Apps Onto a Structured Model of the Writing Process

“…The project's goal was to chart and unlock the potential of handheld devices for higher education. The project resulted in the website www.touch2learn.be and in several publications, among which[7][8].…”