Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning

Dangel, Harry L.; Wang, Charles Xiaoxue

doi:10.18785/jetde.0101.08

Cited by 67 publications

(42 citation statements)

References 18 publications

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“…These concepts of higher learning are consistent with those advocated by Chickering & Gamson (1987) and Bloom & Krathwohl (1956), and revisited in Anderson & Krathwohl (2001), Dangel & Wang (2008), ITS Education Asia (2014), Collins (2014), and Facione (2015). The authors are not aware of an instrument that examines problem-solving with its sub-components of research skills, critical thinking skills, and creative idea generation skills, as is being proposed here.…”

Section: Instrument Developmentsupporting

confidence: 83%

Fostering Problem-Solving in a Virtual Environment

Morin¹,

Thomas

Saadé³

2015

JITE:Research

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This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

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Section: Instrument Developmentsupporting

confidence: 83%

Fostering Problem-Solving in a Virtual Environment

Morin¹,

Thomas

Saadé³

2015

JITE:Research

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“…For example, it is possible to devise multiple-choice questions in which learners must calculate or logically deduce the answer (Dangel & Wang, 2008); however, there is no inherent social construction of knowledge. Learners individually determine their responses and, unless the instructor engages the learners in a process to discuss their individual responses together, knowledge is not socially constructed.…”

Section: Cheong Bruno and Cheongmentioning

confidence: 99%

Designing a Mobile-app-based Collaborative Learning System

Cheong

Bruno²,

Cheong

2012

JITE:IIP

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Executive SummaryAn important aspect of education is to promote higher-order thinking skills to learners. However, in the lecture environment, learners are passively engaged and it is unlikely for higher-order thinking to occur. Although interventions such as "clickers" can be used to increase engagement in lectures, this does not necessarily promote higher-order thinking. Approaches such as collaborative learning are better suited for this but there is little room to use such methods in the short time frame of a lecture.With recent advances in the capabilities of smart mobile devices and their growing penetration rate among the student cohort, it is possible to take advantage of these devices to design a system to promote higher-order thinking skills in the lecture environment.We present the design of a mobile-app-based collaborative learning system named myVote and a process for its usage. Our aim is to present a theoretical paper that discusses the relevant learning theories used in designing the system as well as describe a process to use the system to achieve collaborative learning at varying levels of thinking.We demonstrate the usefulness and flexibility of the system through three scenarios involving different levels of thinking, ranging from lower-to higher-order. Although the scenarios are in the context of IT education, the system is versatile enough to be adapted for education in general and also non-educational settings, such as business-like environments.Our contribution is a framework for using mobile apps and collaborative learning theories within a lecture environment to encourage higher-order thinking in learners.Although a potential limitation of the system is that it may not be appropriate for teaching more technical IT materials, such as programming and SQL code snippets, the problem can be recasted in a different format such as pseudocode in order to facilitate teaching in these areas.Keywords: higher-order thinking skills, collaborative learning, smartphones, computer-support collaborative learning, Delphi survey, mobile app IntroductionCollaborative learning is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task (Dillenbourg, Baker, Blaye, & O'Malley, 1996). Collaborative learning centers on a socialMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistri...

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“…Many researchers argue that they allow for anonymous participation and add a game approach to the classroom environment (Martyn, 2007); they can be used successfully in a small classroom as well as in a large one (Gilbert, 2005); they can turn multiplechoice questions into effective tools for engaging all students during class, students are more invested in participating in discussion and are more likely to have generated some ideas to share in that discussion (Bruff, 2009). Mobile voting tools can advance profound learning when teaching strategies center on higherlevel thinking skills (Dangel & Wang, 2008) and help design formative assessment activities (Rubner, 2012).…”

Section: Mobile Testing and Voting Tools In Educational Contexts: A Bmentioning

confidence: 99%

Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

Titova

Samoylenko

2017

JLE

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This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobileassisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLesupported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

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Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning

Cited by 67 publications

References 18 publications

Fostering Problem-Solving in a Virtual Environment

Fostering Problem-Solving in a Virtual Environment

Designing a Mobile-app-based Collaborative Learning System

Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

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