Use Of Student Response Systems Research Articles

Catalyzing Change in Engineering Pedagogy

This paper presents the implementation of a professional development program that aims at enhancing instructional practices to foster student-centered teaching approaches among engineering faculty at two universities in Pakistan. The program was guided by the theoretical perspective of enactivism and involved an initial three-day workshop, online modules, and reflective implementation assignments. The paper provides a detailed account of the program’s framework, design, and evaluation. The research questions addressed are: What are the perceptions of faculty members regarding (a) the benefits of the program topics and (b) changes in their actions as a result of the program? Likert-item survey instruments with retrospective items were analyzed using descriptive statistics and paired t-tests. As the program moved from being required to voluntary, participation was declined. Faculty who participated in this engineering pedagogy project reported positive attitudes and significant growth in utilizing student-centered strategies. The three-day workshop was perceived as the most beneficial of the components. The module was perceived to be of the highest benefit when focused on writing effective questions for high-level thinking. All the pre-to-post retrospective items showed statistically significant increases, with the two largest being the use of student response systems (SRS) and the focus on big ideas in teaching. The combined approaches show promise for faculty who persist in long-term professional development projects, catalyzing changes in perceived value and the implementation of active learning techniques.

The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective

ABSTRACT In recent years, the use of Student Response System (SRS) technology in higher education settings has gained popularity as research demonstrates its effectiveness in achieving desired outcomes, especially when paired with peer interaction. This article explores students’ perceptions of integrating the Game-based Student Response System (GSRS) Kahoot! in two Spanish flipped classrooms, supported by the Peer Instruction (PI) technique, at a university in Singapore. Adopting an action research approach, quantitative and qualitative data from 32 undergraduates were gathered through a questionnaire. The findings revealed that students perceived the use of Kahoot! to be beneficial in terms of: (1) increasing engagement and motivation to learn; (2) improving the understanding of concepts; and (3) contributing to a positive learning environment. Moreover, students found that PI, in particular, contributed to deepening their grammatical and pragmatic knowledge of Spanish. Implications that may be useful to language teachers are also presented.

Active Learning Strategies in Synchronous Online Learning for Elementary School Students

The Covid-19 pandemic gives an impact on education field. The face-to-face learning pattern in schools has shifted to distance learning which is carried out online. The implementation of online learning during the pandemic forces a digital transformation in education, causing several problems, two of which are technology and human resources. This article discusses the appropriate online learning strategies to use during a pandemic, especially for synchronous interaction models. Qualitative research with a narrative approach was used to explore teachers' experiences in learning, especially those related to the form of interaction between teachers and students during the Covid-19 pandemic. Active learning was chosen based on the results of observations and literature review through journal articles and proceedings that discuss interactive distance learning methods. Active learning strategies assisted by video conferencing applications that can be applied in online learning in elementary schools include: the use of Student Response Systems; Think Pair Share; One Minute Paper; Small Group Discussion; and Short Student Presentations.

Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement

The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Quantitative data measuring student perception using Likert-scale surveys and student achievement using essay scores were collected. The statistically significant results between the treatment and control groups for essay scores are objective measurements of student achievement and have implications for how to support both students and faculty in innovative curriculum design. Content-generating SRS allow for a more robust illustration of student understanding and can be adopted for larger lecture classes.

Behind the scenes: Unpacking student discussion and critical reflection in lectures

AbstractThis study investigated the characteristics of peer discussions used to support formative assessment in lectures, facilitated by a student response system, in an undergraduate qualitative methods course for psychology students. The intent was to examine the characteristics of peer discussions in which student response systems are used to facilitate the practice of formative assessment lectures. The research was guided by the following research questions: (1) What patterns of talk can be identified in the discussions? (2) How do the students use subject‐specific vocabulary in the discussions? (3) How the students’ understanding of the subject matter displayed in these discussions? To examine the characteristics of peer interactions, 87 student discussions were recorded and analysed. The concept of exploratory talk was used as a lens to examine the discussions. In 68 of the 87 discussions, the students exchanged ideas and elaborated on their peers’ ideas and understanding of the concepts. In the remaining 25 discussions, the process of reasoning was less visible. The findings are relevant for teaching designs that aims to use digital tools to facilitate formative assessment. Practitioner NotesWhat is already known about this topic Student response systems can support formative assessment and feedback in lectures. The most common approaches used in research on student response systems to support formative assessment is questionnaires or interviews. Few studies have provided detailed analyses of clicker‐supported peer discussions. What the paper adds Provides insights into the micro‐processes in clicker‐supported discussions. Critically discusses the role of discussions facilitated by student response systems to support formative feedback in the classroom. The paper contributes to scholarship in this field by drawing attention to the qualities of the activities created for formative assessment. Discusses the validity of the inferences drawn from the use of student response systems in the classroom. Implications for policy and practice Analysis of discussions shows that there is not necessarily a correlation between aggregated answers and students' understanding. To ensure that valid inferences can be drawn from activities as a basis for feedback, the questions used and threats to the validity of possible inferences should be critically examined.

The use of student response systems with learning analytics: a review of case studies (2008-2017)

This paper reviews the case studies on the use of student response systems (SRSs) with learning analytics. A total of 26 case studies published between 2008 and 2017 were collected from Scopus and Google Scholar. The review covers the functions of the SRSs, the learning contexts for their use, the data collected and the use of analysis results, as well as their benefits and limitations. The findings showed an increasing use of SRSs with learning analytics in recent years, mainly in an in-class environment, for collecting students' responses to exercises, quizzes or polls. The SRS use has been shown to support tracking and maintain students' in-class engagement level, understand their learning experience and evaluate the effectiveness of teaching. However, there are also constraints on the learning activities and subject disciplines which are suitable for SRS use, which calls for further work to identify the underlying factors and promote the use of SRS in a broader range of learning analytics practices.

The use of student response systems with learning analytics: a review of case studies (2008-2017)

This paper reviews the case studies on the use of student response systems (SRSs) with learning analytics. A total of 26 case studies published between 2008 and 2017 were collected from Scopus and ...

THE ELEMENTARY STUDENTS’ CONCEPT OF ISLAMIC EDUCATION: THE IMPACT OF THE FULL DAY SCHOOL

The purpose of this study is to teach and learning in the Elementary School as a Elementary School involved in education and teaching is to use full day school system to provide feedback to students through Islamic Education. The qualitative-based research methodology is characteristic evaluation involving non-participant observation, interview, and documentation. This study aims to find out how the implementation of full day school affects the level of involvement of student participation. The survey items selected for this study are authorized and the field research of activity. In the aspect of student involvement, it is generally reported to have a positive attitude involved in education and teaching is to use full day school system. Participating in full day school using the full day school is a strong positive experience for students from the Elementary School. The student's vision of the benefits of full day school learning through Islamic education was very good. The students as prospective teachers in the sample as a whole tend to assess program of the government the use of student response systems in improving learning

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Most pedagogical literature has generated “how to” approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura’s Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.

An Evaluation of the Use of Student Response Systems in Teaching Diagnostic Reasoning for Physicians.

Feedback is an aspect of teaching strategy that facilitates the learners to achieve expertise in the necessary skills for effective diagnostic reasoning. Several studies have demonstrated that student response systems (SRSs) are useful for enhancing learner engagement and obtaining immediate feedback. We aimed to examine the experiences of learners who used SRSs in a diagnostic reasoning class. In 2016, an observational study was conducted on a 4-hour training course on "improving physicians' diagnostic process" that included 34 physicians. The Zuvio multimedia online interactive system was used. The learners could use smartphones to respond to the questions. A 5-point Likerttype scale quantitative questionnaire was designed to explore the viewpoints of the learners regarding the students' engagement, feedback, and outcomes. The learners were requested to complete a brief qualitative feedback form that included the following two sections: (1) the benefi ts and (2) the challenges of using SRSs. Qualitative and quantitative methods were used for data analyses. Total 32 participants (response rate: 94%) completed the questionnaire. Most respondents reported that using the SRSs enabled them to concentrate more effectively, express themselves in a stressfree environment, strengthen their interactions with peers and teachers, improve their participation in discussions, and obtain useful feedback. Three themes were identified from the qualitative results: (1) facilitating learning, (2) hardware limitations, and (3) question-development skills. The SRSs can be easily implemented and positively affect the teaching of diagnostic reasoning. However, teachers should develop question-development skills so that the systems function more effectively in the instruction of diagnostic reasoning.

Increasing Active Engagement

The use of response cards is a research-based strategy to increase active engagement, on-task behavior, and academic responding. With new and affordable mobile technologies, teachers now have access to a host of high-tech digital student response systems to increase engagement. This article describes the logistical, management, and pedagogical considerations for teachers using such systems. This article provides guidelines for teachers when planning, implementing, and monitoring the use of student response systems. A classroom example is provided along with data sheets and a graphing system to use when collecting data and evaluating effectiveness. This article also provides a table of digital student response systems including their descriptions and features.

Clicking Toward Better Grades: The Use of Student Response Systems in Social Work Education

ABSTRACTFaculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer studies have evaluated this technology in social work education. This study examined the effect of clickers on learning outcomes in an undergraduate social work course. Findings indicated that frequency of clicker use significantly contributed to increased test scores after controlling for important covariates, suggesting that clickers may be an effective tool in actively engaging social work students and promoting learning. Instructors guidelines for integrating technology into future social work courses are discussed.

Using an online student response system, Socrative, to facilitate active learning of Physiology by first year graduate entry to medicine students: a feasibility study

This article was migrated. The article was not marked as recommended. Technologies such as audience response units ('clickers') have been used to facilitate greater student engagement within a variety of educational settings, but numerous technical issues have limited their more widespread use. More recently, flexible, cloud-based student response systems (SRSs), which are designed for use with student mobile devices and overcome most of the limitations of clicker systems, have become widely available. However, the suitability of use for such systems in accelerated degree programmes such as graduate entry to medicine (GEM) has yet to be assessed. Therefore, we utilised Socrative, a freely available SRS, in a physiology component of a first year GEM module to ascertain, a) its ease of deployment, b) its popularity with students and, c) if they felt it improved their learning. There were no technical problems using Socrative. Further, 93% of respondents to an attitudinal survey strongly agreed or agreed that they favoured using Socrative in the classroom, and that they felt that it had improved their learning (92%). Thus, our data strongly indicate that the use of SRSs like Socrative would be highly valued even by the time-pressured, relatively mature students enrolled on accelerated professional courses such as GEM.

Student Response Systems and Learning: Perceptions of the Student

ABSTRACTTo assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.

Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’

ABSTRACTThis case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students’ individual grades.

Use of Student Response Systems for Summative Assessments

Student Response Systems (Clickers) have been adopted by a number of instructors to increase interactions, student engagement and/or formative assessment and feedback especially in large group sessions. Clickers are well known as tools for active learning strategy particularly in formative assessments. However, they are rarely used in assessments that count. With the advent of clickers with a display screen, attempts are being made to use clickers in summative exams. We examined the feasibility of their use in high stakes summative assessment by piloting such an assessment in a simulated setting. Utilizing the lessons learned in the pilot study, clickers were used in formative and summative assessments in various iterations of a computer course taught by one of the authors (CC). At the end of the course, perceptions of students on the use of clickers for high-stake examinations were obtained using an online survey. The instructor was interviewed to identify factors that facilitated clicker use and the challenges faced. In general, students were accepting of the use of this technology in high stakes exams and found it engaging and satisfying, primarily because of instant feedback. The instructor found the process less time consuming and efficient, and more secure compared to scan sheets. Clickers are best used for examinations of short duration, with multiple-choice questions or questions with minimal text or mathematical entry.

Technology vs. pedagogy: Instructional effectiveness and student perceptions of a student response system

ObjectivesThe objective was to determine students’ attitudes, perceptions, and material retention with the use of student response systems (SRSs) in a first-year pharmacy practice course. MethodsDuring a two-hour smoking cessation module, students were randomized to either instruction with the use of SRS (treatment group) or instruction without the use of SRS (control group). A pre- and post-test design was deployed to assess student perceptions and attitudes, as well as student learning outcomes (SLOs). Analysis of covariance (ANCOVA) tests were employed to address the specific study objectives. ResultsPre- and post-assessment results showed that while SRS did not significantly increase retention of SLO in our study, it did appear to significantly impact student perception and attitudes. Students exposed to SRS experienced double the increase in positive attitudes toward the use of this teaching tool as compared with students who were not exposed to their use. We also show that students in the treatment group tended to attribute improved performance on retention of SLO to the use of technology in the classroom more while students in the control group did not. ConclusionOur results suggest a complex interaction between student learning and attitudes toward technology and active learning tools such as SRS. Further investigation into the impact of perceived student benefits in the aftermath of exposure to new learning tools and relationships to SLO retention are warranted.

Research trends in student response systems: a literature review

In recent years, the use of student response systems (SRS, also known as clickers) in the classroom setting has increased considerably, and researchers have developed a growing interest in their effect on learning and student engagement. This review analyses trends in SRS research by providing a brief history of SRS technology and usage as well as a detailed review of research in this field. In addition, this review focuses on the pedagogical implications of SRSs for education and analyses common criticisms of this emerging educational technology. Finally, research identifying common trends in SRS development is compiled and areas for future research are identified. The outcome of this leads to an understanding of best practices for this technology in a university setting.

Clickers in the classroom: The use of student response systems in teaching psychology

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students

Student response systems and learner engagement in large classes

The use of student response systems is becoming more prevalent in higher level education. Evidence on the effectiveness of this technology can be an important resource for tutors seeking to engage with learners and raise the quality of learning experiences. Student response systems have been found to increase student engagement and participation in the classroom, yet few studies examine why this is so. This research seeks to explore the effects of student response systems on student participation in large classes. The methods used included both quantitative and qualitative data. A pre-test/mid-test/post-test design (quantitative approach) was deployed to examine the effects of a classroom response system on interactivity. Students involved in a final year undergraduate business course took part in investigating the use of student response systems from the student perspective. Qualitative data were collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction through semi-structured interviews. This research builds on previous studies by investigating why students become more participatory, interactive and engaged during learning sessions which utilise student response systems. Implications for teaching practice are discussed, and avenues for future research on student response systems and student engagement in large class scenarios are outlined.