Abstract
Shyness, low self-esteem, and fear of peer/instructor’s judgment are among the common factors hindering students’ participation (e.g., asking/answering questions) in classrooms. In this regard, anonymous response systems such as iClickers have been used to improve students’ engagement in classroom activities. Although iClickers can enhance students’ participation, they promote one-way interactions only (i.e., students answering questions). Online interaction platforms are alternatives to traditional clickers that provide more flexibility for students and allow them to answer/ask questions in real-time. In this study, we investigated the use of an online tool that allows for real-time presentation of the lecture’s slides integrated with an audience interaction platform for anonymous classroom participation. The findings of our study provide evidence regarding the positive impacts of using this tool (e.g., improved classroom participation through asking questions and voting in polls) in an undergraduate Mechanical Engineering Design course. We discuss the potential improvements that can be made to the implementation of this approach in future courses to enhance students engagement when using this interactive tool.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Proceedings of the Canadian Engineering Education Association (CEEA)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
