The use of Socrative in university social science teaching

Pryke, Sam

doi:10.3167/latiss.2020.130105

Cited by 11 publications

(15 citation statements)

References 12 publications

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“…There is also a gaming element: the "Space Race" feature can set up a quiz so that teams of students can compete against one another to launch rockets into space. Besides, the teacher can set whether the correct answer to the given questions is displayed on the app they are using, or only on the front of the teaching room screen [18], [19]. This Socrative application helped teacher to make personalize teaching based on the students' answers.…”

Section: Socrative Applicationmentioning

confidence: 99%

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Kaliappen

Ismail

Ghani

et al. 2021

IJERE

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The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

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Section: Socrative Applicationmentioning

confidence: 99%

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Kaliappen

Ismail

Ghani

et al. 2021

IJERE

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“…They not only facilitate the various use of the teacher but also support the learner to utilize the variety devices, such as notebook, smartphone and tablet to complete the test regardless of the type of device and operating system. There is some software that are accepted for learning management to evaluate the learner's efficiency, such as Kahoot [23], Quizizz.com [24], Socrative.com [25], [26], and Google Form [27], [28], but each of them has different and similar strengths and limitations. Thus, the selection of software bases on the situation and the appropriateness to the subject.…”

Section: Software For Creating the Learner Evaluation Testmentioning

confidence: 99%

Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

Puttinaovarat¹

2021

TEM Journal

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During the circumstance in which people worldwide have to encounter and deal with COVID-19, there are great impacts on learning management that require adjustment and implementation of the online learning system. Advance technologies in the modern world facilitate the students at the higher education level to learn via the online system. However, problems and limitations on online learning are recognized; for example, it is more difficult to use the active learning approach than in the actual classroom, and the instructional strategies and patterns should be more varied to encourage the learners to focus on the lesson. Therefore, this research proposed the learning management by applying online learning to Geoinformatics with streaming and video-based learning approach via Cloud application and other tools in order to activate the learner to be enthusiastic, express their opinions, and participate in the activities which would enhance their achievement. Research results showed that most learners (more than 90%) had learning achievement at good and very good level when learning with the proposed learning management approach. Furthermore, such a proposed approach minimized the problems concerned with insufficiency of the quality computers since the learners were able to use any type of device and operating system.

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“…To meet all of the above aims within the distance mode of the educational process, lecturers started to use web-based, online alternatives. This research focuses, specifically, on Socrative as one of the most popular digital instruments for implementing formative assessment (Royer, 2016;Pryke, 2020).…”

mentioning

confidence: 99%

“…The geography of the study includes participants from different regions: Spain (Badia et al, 2016), Croatia (Tretinjak et al, 2015), Turkey, Pakistan (Batool, Mumtaz, Ali & Chughtai, 2018;Moin et al, 2020), Malaysia (Lim, 2017), the UK (Pryke, 2020), Ireland (Rae and O'Malley, 2017), the USA (Guarascio et al, 2017) and others. In Ukraine, the studies of Socrative include field research among medical students (Khaskhachykh, 2018;Potapov et al, 2017) or, as one of the components of adaptive technologies, personal response systems (Zavizion, 2020;Marienko et al, 2020).…”

mentioning

confidence: 99%

Socrative as a Formative Assessment Tool in English for Specific Purposes Course

Kolisnyk¹,

Kornyts'ka²,

Ogurtsova³

et al. 2022

AWEJ

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Many factors influence the development of the educational system, and today it is a global COVID-19 pandemic. Stakeholders in the educational process need to adjust to a new distant reality without compromising the quality. The formative assessment proved to be a suitable approach to overcome existing challenges, and one of the most popular tools to facilitate it is Socrative. The study aims to 1) investigate student attitudes and the correlation between academic achievements in ESP and majors and 2) present our experience in utilizing Socrative for formative assessment in a distant mode in the settings of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” To achieve the goals of our study, we have developed and validated a questionnaire, collected quantitative data, analyzed and interpreted the qualitative data; the study sample included 137 students. The obtained results have shown the general positive student attitude towards the usage of Socrative within the course of ESP due to its efficacy, personalization, and responsiveness. The results can be a perspective for further investigation despite some limitations

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The use of Socrative in university social science teaching

Cited by 11 publications

References 12 publications

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

Socrative as a Formative Assessment Tool in English for Specific Purposes Course

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