Abstract
The present study aims to explore Nearpod as a tool to promote active learning in higher education. In this study, Nearpod is regarded as a tool that can be used to enhance teaching and learning for those lectures provided by male instructors to female students at Sharoura College of Science and Arts, Najran University. Hence, the Nearpod is integrated with video-conference learning system which is used as distance learning system to provide lectures by male lecturers to female students who study at a separate campus. Consequently, students’ own devices have been used to fulfil learning activities during classes. The author utilized the mainly quantitative research method and designed an electronic learning questionnaire applied to (74) female students. The findings of the study showed that the affordances of Nearpod and the BYOD model have promoted active learning in the classroom. Students were very satisfied with integrated learning environment, and they commended Nearpod in all courses specially those ones taught by video-conference learning system.
Highlights
During the last years, smart technologies have become a part of our everyday life (Cristol & Gimbert, 2013)
The qualitative data obtained from open-ended questions indicated that most students were satisfied with the Nearpod usage and its integration with video-conference learning system when using their own devices in the class
Table shows that the mean score for the total sample of female students’ responses regarding Nearpod usage in the class was 3.97, indicating that students perceived the Nearpod as a learning tool which could support their learning in the class when integrated with video-conference learning system
Summary
Smart technologies have become a part of our everyday life (Cristol & Gimbert, 2013). With the aim to improve students’ learning experiences and outcomes, educators have started developing learning environment benefiting from students’ devices/technologies. Students are asked to bring their own devices (BYOD) to be used for teaching and learning purposes. As reported in several studies, students’ iPads, laptops, tablets and smartphones have been used in students’ daily learning at the classroom and learning settings (Kay & Schellenberg, 2019). It is argued that allowing students to use their own devices i.e. smartphones and iPads, can be a useful learning tool to increase interaction during the lectures’ time (Aldiab, Chowdhury, Kootsookos, Alam, & Allhibi, 2019; McClean & Crowe, 2017). Students need to have more opportunities to collaborate and react as active agents in the learning settings (Daniela, Visvizi, Gutiérrez-Braojos, & Lytras, 2018)
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