Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems

Chan, Simon C. H.; Wan, Chun; Ko, Stephen

doi:10.1016/j.ijme.2018.12.004

Cited by 59 publications

(37 citation statements)

References 64 publications

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“…By displaying the outcome of question polling, this tool also provides immediate feedback to students, developing their ability to appraise their skills and eliciting self‐regulatory behaviors. These findings align with previous research studies in that students in higher education are supportive of using ARSs, such as Plickers, because they may improve their ability to learn new concepts, attend class more regularly, and prepare for required course assignments (Aricò & Lancaster, 2018; Bakon, Craft, Christensen, & Wirihana, 2016; Chan et al., 2019). Students most liked Plickers that gave them an opportunity to interact and learn from other students.…”

Section: Resultssupporting

confidence: 88%

“…Plickers afford students the opportunity to voice their misunderstandings anonymously and as a result, the lecturer can respond to those students without pointing them out when incorrect responses are seen on the screen. These findings align with previous research studies in that students in higher education are supportive of using ARSs, such as Plickers, because they may improve their ability to learn new concepts, attend class more regularly, and prepare for required course assignments (Chan, Wan, & Ko, 2019; Kay & LeSage, 2009; Ma et al., 2018; Shieh, 2012).…”

Section: Resultssupporting

confidence: 88%

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Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

Mshayisa

2020

J of Food Science Edu

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In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students' perceptions of Plickers and crossword puzzles as low-cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed-method survey consisting of a 5-point Likert scale and open-ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low-cost alternative to the limitations encapsulated by didactic pedagogy.

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Section: Resultssupporting

confidence: 88%

Section: Resultssupporting

confidence: 88%

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

Mshayisa

2020

J of Food Science Edu

View full text Add to dashboard Cite

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“…This pedagogical practice, whose presence in higher education has increased significantly [22], reinforces human characteristics [23] that range from the exchange of experiences [24] to benefits in the state of mind during the process [25,26]. It should also be borne in mind that collaborative learning has a different burden from that of the cooperative one, delimited by previously defined roles, and, in this case, the importance of self-regulation [27] and the capacity of individuals to "play their role" within the group, something that occurs naturally [28] by the human condition itself, emerge.…”

Section: Introductionmentioning

confidence: 73%

“…Primarily, the key to selecting the methodological principles lies in the curricular elements to be achieved with the students. Based on this, the method is selected and, hence, the role the students will be assumed [11,26], as well as the skills to be worked on [21], the educational resources [15,19], and the exchanges of experience [25]. The importance of making a correct use of the methodology is a very important issue because, according to it, each student assumes a role and develops learning, and this has a direct impact on the rest of the group [29].…”

Section: Discussionmentioning

confidence: 99%

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

et al. 2020

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Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university students in the learning of the didactic program. The research methodology is quantitative, applying a quasi-experimental design with a control group and experimental group. The results show that the collaborative learning teaching method associated with mobile learning mainly increases motivation, the relationships between teachers and students, the relationships between students and content, the relationships between students and students, autonomy in learning, pedagogical collaboration between students, problem-solving, and the sense of time in the training process. It is concluded that the collaborative learning method associated with mobile learning is more effective for learning didactic programming than the traditional method.

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“…Contrariamente, los resultados de una investigación realizada en una Universidad de Panamá reportaron un incremento de las calificaciones en estudiantes que desarrollaron actividades interactivas (23) . Otra investigación realizada en Hong Kong y Malasia, enfatizó la importancia del aprendizaje colaborativo como elemento de motivación de los estudiantes, mientras la interactividad y el compromiso tienen una influencia positiva en el rendimiento académico (24,25) . Asimismo, se la logrado demostrar que los estudiantes que trabajan colaborativamente, son obligados a documentarse, investigar, reflexionar y preparar sus exposiciones y que estos tienen mejor rendimiento académico, lo que permite que más del 90% de los estudiantes obtenga calificaciones sobresalientes y notables (18,22) .…”

Section: Gruposunclassified

Valoración del trabajo colaborativo y rendimiento académico en el proceso de enseñanza de un curso de investigación en estudiantes de medicina

et al. 2019

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Introducción. El trabajo colaborativo incentiva el aprendizaje mediante la participación activa de los estudiantes, permitiendo desarrollar habilidades sociales y construir sus propios conocimientos. Objetivo. Analizar el trabajo colaborativo y su relación con el rendimiento académico en estudiantes de medicina de un curso de investigación. Métodos. Estudio transversal, en el que participaron 148 estudiantes de medicina humana matriculados en el curso de investigación, seleccionados mediante una muestra no probabilística. Se utilizó el cuestionario denominado análisis del trabajo cooperativo en educación superior que valora la importancia del trabajo colaborativo, de 49 preguntas distribuidas en siete dimensiones. Se utilizó una escala de Likert en un rango de 1 a 5, donde 1 se valora como total desacuerdo y 5 totalmente de acuerdo. Se establecieron tres grupos: grupo bajo hasta percentil 33; grupo medio, de percentil 34 a percentil 66; y grupo alto, de percentil 67 a más. Resultados. La edad promedio fue 22,4 años y 52,7% correspondieron al género femenino. En la dimensión “concepción del trabajo”, 40,5% de estudiantes pertenecieron al grupo medio; en la dimensión “planificación del trabajo de los grupos por el profesor”, 41,9% al grupo bajo; en “criterios para organizar grupos”, 37,8% al grupo bajo; en “funcionamiento interno”, 43,2% al grupo bajo; y en “eficacia del trabajo”, 32,4% al grupo alto y 39,9% al grupo bajo. El promedio global de notas correspondió a 12,7. El rendimiento académico en estudiantes del grupo bajo y medio fue similar, y en las estudiantes de género femenino del grupo alto fue significativamente mayor (p=0,049). Conclusiones. El grupo bajo predominó en las dimensiones “planificación del trabajo del profesor”, “criterios para organizar grupos”, “normas de funcionamiento”, “funcionamiento interno” y “eficacia”. 54,7% de estudiantes correspondió al grupo alto y el promedio global de calificaciones fue 12,7. No existió relación entre las variables estudiadas.

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Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems

Cited by 59 publications

References 64 publications

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

Valoración del trabajo colaborativo y rendimiento académico en el proceso de enseñanza de un curso de investigación en estudiantes de medicina

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