Using LectureTools to enhance student–instructor relations and student engagement in the large class

Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox

doi:10.3402/rlt.v23.27197

Cited by 12 publications

(9 citation statements)

References 23 publications

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“…Most of the studies carried out on student engagement originated from research in the United States (Shaw et al, 2015;Witkowski and Cornell, 2015). Although student engagement is valued among Chinese teachers (Zhu and Arnold, 2013;Wang, 2017) thanks to its high relationship with teaching success and improvement (Yin and Wang, 2016), just a few studies have been done in China to explore student commitment.…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Review of Teacher Enthusiasm and Students' Success and Engagement in Chinese EFL Classes

Peng

2021

Front. Psychol.

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The swift growth and progress of colleges and universities across China noticed a request for teaching and learning English as Foreign Language (EFL), and regarding the quality of higher education, student engagement has been at the center of attention which has a remarkable role due to the arrival of positive psychology in language learning recently. To this end, on the one hand, nurturing student engagement in EFL classes corresponds to requests from the recent national university English curriculum selected in 2015 in China. On the other hand, a bulk of studies has acknowledged difficulties that hinder the construction of a learner-centric learning situation. Moreover, there is a dearth of inquires which have focused on teachers' role in general and affective aspects namely enthusiasm, in particular. According to the literature review, the definition of these constructs, namely teacher enthusiasm and students' success and engagement are presented. In a nutshell, the implications for teachers, university administrators, teacher-trainers, and future researchers are presented, and new directions for future research are allocated.

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Section: Introductionmentioning

confidence: 99%

A Conceptual Review of Teacher Enthusiasm and Students' Success and Engagement in Chinese EFL Classes

Peng

2021

Front. Psychol.

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“…Some suggested uses of the ECHO360 ALP include taking attendance, analysing learner behaviour through learning analytics and for peer instruction (ECHO360, 2015). A previous study of an older version of ECHO360 ALP termed "Learning Tools" showed that there was enhanced student-teacher relationships and student engagement in large classes (Shaw et al, 2015). Time will tell whether similar benefits are also acquired due to its integration at this establishment but early feedback from students suggests that this will be the case.…”

Section: Resultsmentioning

confidence: 97%

“…Traditional lecture delivery is often didactic and unengaging for students, leading to less than ideal student learning and subsequent performance (Price and Kirkwood, 2013). The benefit of student engagement in their learning has been demonstrated over the past decade, and use of the ECHO 360 platform during lectures has the potential to promote this active learning concept (Shaw et al, 2015;Green and Whitburn, 2016). The use of ECHO 360 provided students with a collaborative and distinct learning environment to enhance student learning, engagement and improve lecture quality.…”

Section: Resultsmentioning

confidence: 99%

“…The process of active learning reposes student engagement with the material, participation in the class and collaboration with his/her peers (Topping and Ehly, 1998). The ECHO360 platform, one of the latest TEL platforms, has been shown to promote student engagement and participation during face-to-face lecture time (Shaw et al, 2015;Green and Whitburn, 2016) the potential to: (1) deliver excellent learning experiences that can be achieved by providing choice in learning and having blended learning options for all students; (2) increase the uptake and use of educational technologies to allow students to learn in different environments (and receive immediate feedback from both instructors and peers); (3) devise and deliver processes to ensure consistent, rigorous and whole-ofuniversity implementation of educational technology as measured by the timely delivery of the technologies and staff satisfaction with educational technology platform; (4) devise and deliver mechanisms to showcase educational technology good practice linked to the product and services support processes.…”

Section: Introductionmentioning

confidence: 99%

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ECHO360 Active Learning Platform in Health Sciences education

Cobbold

Fernández

Lys

2021

Int J Innov Educ Res

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The ECHO360 Active Learning Platform (ALP) is an online active learning platform allowing the creation of interactive multimedia content for anytime student learning, with the potential for comprehensive analytics. This ALP has previously been shown to enhance student participation and engagement during in-class activities however it can be challenging to use at first. To enhance the uptake of ECHO360 ALP in and out of the classroom a simplified guide with clear instructions on the most useful aspects of the platform was developed and shared with staff, successfully creating a community of instructors. A student guide was also prepared which showcased the methods for gaining the most from its use in and out of lectures. These resources are available in the appendix.

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“…• Generate out-of-class learning spaces (Bryant 2005, Azzawi and Dawson 2007, Qiu et al 2012, Kim 2013, Bati et al 2014, Shaw et al 2015),…”

Section: Factor 4-students Motivation and Engagementmentioning

confidence: 99%

Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

Jerez

Orsini

Ortiz

et al. 2021

Learning: Research and Practice

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Large-group activities has increased in higher education since year 2000. Research focused on the possibility to have positive effects on students' learning, regardless the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarizes the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of seventy-eight articles met the inclusion criteria and were selected for a thematic analysis. These studies came from a wide range of disciplines, type of institutions and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student-teacher and student-student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, (5) and the use of online teaching resources. The discussion is centered on the conditions by which largegroup activities can be effective learning strategies in terms of student's achievement of learning outcomes.

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Using LectureTools to enhance student–instructor relations and student engagement in the large class

Cited by 12 publications

References 23 publications

A Conceptual Review of Teacher Enthusiasm and Students' Success and Engagement in Chinese EFL Classes

A Conceptual Review of Teacher Enthusiasm and Students' Success and Engagement in Chinese EFL Classes

ECHO360 Active Learning Platform in Health Sciences education

Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

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