Written participation with response technology – How teachers ask and students respond with applied text response functionality

Einum, Even

doi:10.1016/j.compcom.2020.102551

Cited by 7 publications

(2 citation statements)

References 49 publications

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“…The results of the acquisition of grades obtained can show the results of the completion of learning carried out by students (Puyada et al, 2018). In addition, according to Einum (2020) students are motivated and serious in using e-modules by obtaining 83% with positive responses. The use of e-modules can make it more interactive and student engagement is higher (Zarzour et al, 2020).…”

Section: Process Componentmentioning

confidence: 99%

Multiplication and division of fractions based on numerical literacy electronic module for fifth grade elementary school students

et al. 2022

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This research is motivated by the need to provide teaching materials in the form of electronic-based modules (e-modules) integrated with numeracy literacy learning. Where math books are less able to provide delivery related to numeracy literacy. Given the lack of a learning process during the covid 19 period to improve students' abilities in the field of numeracy. The research objective is to develop an e-module for multiplication and division of numeracy literacy fractions for grade 5 elementary school students for practical problem solving. The development research method with the ADDIE model is Analysis, Design, Developments, Implementation, and Evaluation. Analysis of the data used in the form of quantitative and qualitative data analysis techniques through expert validators of teaching materials, media and language as well as teacher and student response questionnaires. The results showed that the e-module of multiplication and division of fractions based on numeracy literacy was declared feasible or valid with an average score of 89.37%. The use of e-modules got a positive response from teachers and students based on a response questionnaire with an average score of 92%. This has an effect on increasing students' understanding in the material of multiplication and division of fractions with an average value of 88. So that the e-module of multiplication and division of fractions based on numeracy literacy can help students in learning mathematics in elementary schools.

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Section: Process Componentmentioning

confidence: 99%

Multiplication and division of fractions based on numerical literacy electronic module for fifth grade elementary school students

et al. 2022

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“…Although CRSs have been around for a while, studies on how to use them efficiently are still rare, and adoption rates remain rather low. , Some features of CRSs such as free text, numerical input, continuous feedback to the lecturer (e.g., on speed of lecture and level of confusion), and their potential for collecting responses are rarely reflected upon in the literature. There is a lack of systematic studies beyond isolated usage of CRSs, employing measures for reliability and validity.…”

Section: Introductionmentioning

confidence: 99%

Interface Model and Implementation Framework for Classroom Response Systems

Schwarz

2021

J. Chem. Educ.

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Lectures can be enriched by engaging students with active learning components. Classroom response systems (CRSs), which run on the mobile electronic devices of students, make the "clicker" principle more accessible, facilitate active engagement of students in the lecture hall, and are well-suited to promote formative assessment. Opposite to direct verbal interaction, lecturers can receive and evaluate replies from more students and take those into account for their teaching. On the basis of recent insights of the author's engagement and experience with CRSs in an analytical chemistry lecture, this paper presents how CRSs can be used in lectures to receive rapid feedback from students and provide incentives to students to check and practice their skills. Furthermore, a guiding framework is introduced for alignment of aims with CRS usage with a set of guiding questions. The approach is exemplified with questions from the analytical chemistry lecture.

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How using a response system in blended synchronous seminars encourages online and onsite student participation

Diaz,

Hrastinski,

Norström

2024

Educ Inf Technol

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The interest in blended synchronous learning environments has increased dramatically since the COVID-19 pandemic. However, a key challenge is how to simultaneously encourage online and onsite student participation. Response systems have been found to stimulate student participation in classroom and online education settings. This study investigates how online and onsite students participate in blended synchronous seminars where a response system is being used. The data comprises observations of blended synchronous seminars, students’ written reflections, and student interviews, all of which were thematically analyzed. It was found that using a response system encouraged online and onsite students to participate in various ways. Although online students mostly remained quiet, they perceived to engage through listening and thinking, participating in the seminars by absorbing information, and interacting with the content displayed via the response system. The onsite students participated vocally and more spontaneously. All students participated in written, anonymous, and game-based modes, suggesting that there were different and complementary ways for students to participate when using a response system, which extended beyond merely talking or chatting. Notably, most students perceived the response system crucial to their participation in the blended synchronous seminars. The findings underscore the importance of encouraging student participation in blended synchronous learning environments, highlighting response systems as effective tools to encourage onsite and, particularly, online student participation.

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Written participation with response technology – How teachers ask and students respond with applied text response functionality

Cited by 7 publications

References 49 publications

Multiplication and division of fractions based on numerical literacy electronic module for fifth grade elementary school students

Multiplication and division of fractions based on numerical literacy electronic module for fifth grade elementary school students

Interface Model and Implementation Framework for Classroom Response Systems

How using a response system in blended synchronous seminars encourages online and onsite student participation

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