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Embedding educlick in classroom to enhance interaction
Abstract
This study develops a specific interactive response system (IRS), called EduClickk, to overcome or alleviate obstacles of classroom interactions. Particularly, several interaction-supporting modes of EduClick are flexibly combined and applied to in-class instruction and learning activities. More than 800 elementary teachers in Taiwan have used EduClick and, in this study, some of the participating teachers were surveyed through questionnaires and interviews. Evaluation results of the application indicate that using EduClick during instruction and learning can increase the utility rate and time of classroom computer, enhance students' motivation and attention, as well as promote teaching quality.
... Under the right conditions, ARS can be a useful pedagogical tool for both teaching and learning in large-enrolment courses (Baumann et al., 2015). Liu et al. (2003) upheld that adopting ARS helps teachers to enhance students' learning during group cooperative learning. In addition, they concluded that when interactivity is present in the classroom, students are not only more motivated to learn, but also more attentive, more participative, and more likely to exchange ideas with instructors and fellow students. ...
... This corroborates the findings from Russell (2008) and Liu et al. (2019) that ARS provides learners with unique opportunity to collaborate and dialogue during the teaching and learning process. Similarly, Liu et al. (2003) inferred that the use of ARS facilitated students' participation during group activities. ...
An effective classroom is where there are various forms of interactions: student-student and teacher-student. Unfortunately, most of the interactions that go on in our lecture theatres are minimal. This paper reports an innovative method of engaging students through the use of an Audience Response System (ARS) in a university course. The ARS was used to explore the possibility of improving the interactions in the lecture theatres. The overarching research question was: How best does ARS support lecturer-student interactions in the lecture theatre? A questionnaire and interview were used to elicit students’ views on the use of ARS as an instructional tool. Students reported that they enjoyed using ARS as it facilitated class interaction and collaboration. Internet onnectivity and incompatibility issues on some devices made teaching with the ARS a bit challenging. It is therefore recommended that lecturers can make use of ARS to improve interactions in their lecture rooms.
... Prior research has shown that learners who interact with their lecturers are more actively involved in the learning process (Liu et al., 2003;Wang et al., 1990). The question-answer-game is the classic form of interaction found between learners and lecturers. ...
... Thus, it is even more important to employ elements in university lectures which have activating functions. An interactive setting in the learning-teaching process can enhance learners' motivation, attention and participation in class, as well as foster greater learners' exchange (Liu et al., 2003;Sims, 2003). ...
Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.
... In addition, interactive learning is the statement of learning that happens through interrelation between humans and their reciprocal actions. An interactive setting in the learning-teaching-environment can enhance students' motivation, attention, and participation in class, as well as foster greater students' exchange [32,33]. Collaborative learning is the statement of learning where participants talk together and the outcome is negotiated by group. ...
... The interactive and collaborative setting in the learning environment can enhance students' motivation and foster greater discussion among students [32,33]. Mobile connectivity provides learners with the opportunities to discuss content with classmates and their lecturers, collaborate, and create new meaning and understanding [40]. ...
Despite the advancement of technology in the internet age, many college students lack the information and communication technology (ICT) literacy skills like evaluating which is necessary to navigate and using information available at present. Evaluating the quality of information sources encompasses students’ ability to determine relevance, accuracy, and overall credibility of sources and information. The quality of information found online is extremely variable because anyone can post data on the internet, and not all online sources are equally reliable, valuable, or accurate. From a study conducted on diploma students’ assignments using rubric at an international university in Kuala Lumpur, a problem in digital information evaluation skills and lack of ability in using evaluation criteria, including authority, accuracy, currency, objectivity, and coverage on digital information and sources among diploma students had been discovered. The future work of this study will be the use of mobile devices in collaborative and interactive learning to improve digital information evaluation skills among diploma students. This approach does not only improve the students’ learning attitude, but also enhances the effectiveness of learning.
... Moreover, the further research direction could be to ana- lyze some additional factors such as interactivity using the clickers. Promoting interactivity is important as it leads to better and more effective learning Liu, Liang, Wang, Chan, & Wei, 2003). This concept has been found as one of the major pedagogical issues in the class- room, especially for the larger classes. ...
... This concept has been found as one of the major pedagogical issues in the class- room, especially for the larger classes. When interactivity is present in the student learning process, students do not only tend to be motivated but also more attentive, participative, and more likely to exchange ideas with others ( Liu et al., 2003;Sims, 2003). Subsequently, interactivity enhances student-learning outcome such as their attitude and their achievement. ...
As more and more institutions are integrating new technologies (e.g., audience response systems such as clickers) into their teaching and learning systems, it is becoming increasingly necessary to have a detailed understanding of the underlying mechanisms of these advanced technologies and their outcomes on student learning perceptions. We proposed a conceptual model based on the technology acceptance model to understand students’ use behavior and satisfaction with clickers. The valid response from 138 second-year business students of Digital Marketing module taught in a British university, where clickers are extensively used in the teaching and learning process, made the basis for data analysis. The results provided a strong support for the proposed model with a reasonably adequate variance (i.e., adjusted R 2) of 67% on behavioral intentions and sufficiently high variance on use behavior (i.e., 86%) and user satisfaction (i.e., 89%).
... Prior research has shown that learners who interact with their lecturers are more actively involved in the learning process (Liu et al. 2003;Wang et al. 1990) and receive better results in the final exam compared to those who don't interact with others. The question-answer-game is the classic form of interaction between learners and lecturers. ...
... An interactive setting in the learning-teaching-environment can enhance student motivation, attention, and participation in class, as well as foster greater exchange between students (Liu et al. 2003;Sims 2003). Thus, it is very relevant to integrate didactic principles in a large-scale lecture and to follow a learner-centered approach in order to activate learners. ...
Universities face the challenge of increasing numbers of students leading to increasingly large lectures, and therefore decreasing interaction and collaboration, which are important factors for individual learning success and satisfaction. With this researchin-progress, we therefore propose a conceptual framework for a blended learning flipped classroom to redesign large-scale IS lectures, recognize the important role of peers in the student journey, and improve interaction. We therefore derive requirements from the theory of interaction for flipped classrooms. These requirements are addressed by design principles for flipped classrooms and implemented in a large-scale IS lecture. With the implementation, we are able to overcome large-scale lecture related limitations, and, as a practical contribution, help IS lecturers to face the according challenges. As a theoretical contribution, we enrich the body of large-scale learningteaching-environments by considering explicitly the role of peers. The study is currently running in order to evaluate the concept.
... Interaction has been found to be associated with higher achievement and student satisfaction[7],[8]. Classroom response systems, CRS, are increasingly employed as a useful e-learning technology for improving interactivity during lectures[9],[10],[11],[12]. Interaction in classical classrooms has always been limited by the human-factors. ...
... This study provides details in respect to the effectiveness of the use of response systems for teaching. Another classroom interactive system is the EduClick II[10]. The system provided two modes, namely: the quiz and statistical modes. ...
Classroom response systems have been envisaged to be one of the most useful e-learning technologies that have been notably employed to improve interactivity in classrooms. Students use state-of-the-art technology to convey their responses anonymously to the instructor's questions. Analysing the responses is necessary to attain higher understanding of the lecture's material by students. This paper describes the challenges of designing classroom response systems and proposes approaches to improve the classical classroom response system model. The classroom response system is improved by globally analysing various classroom response results and allowing educators to view the results to instantaneously identify various learning patterns. Furthermore, the paper suggests using a dynamic content management approach to update and change the lecture's content seamlessly with the least amount of interference to the course of the lecture.
... Overall, it would be beneficial to improve the student participation rate in terms of the fraction of students that answer questions in a typical class. Some common options to address these concerns include exploring alternative methods of seeking responses to ques- tions [1], [2]. For example, teachers may select students * This work supported in part by NSF Grant CNS-0905513. ...
... LEVEL implements a wireless sensor network (WSN) system to autonomously compel students to wait before raising hands in the classroom setting. EduClick is a popular system used in education to diversify participation [1]. EduClick implements a visual interface to display student answers. ...
Participation in elementary school classroom settings is dependent on students' abilities to process questions quickly. Pedagogical studies theorize that some students are able to answer a question before other students are able to process the question, creating a division in classroom participation. This paper presents LEVEL (Listening to Everyone's Voice Enhances Learning), a wireless sensor network application to balance, diversify, and encourage in-class participation. LEVEL offers two operating modes: a centralized interface and a distributed adaptive personal interface. The centralized interface features a traffic light to compel students to wait before responding to a question; we LEVEL the participation in the class by visually informing students when a question can be answered. The distributed interface adaptively sets a participation time delay on a per student basis predicated upon previous participation. LEVEL brings a wireless sensor network application to primary school classrooms. LEVEL connects student learning with technology while providing an enhanced in-class experience for all students.
... In their paper, King and Robinson (2009) provide the results of an experiment carried out on a sample of 145 students of the second course, which show that the majority of students appreciate the advantages and usefulness of using an IRS in the classroom. Their results, in line with other studies (Liu et al. 2003;Siau et al. 2006), suggest the effectiveness of the system in terms of its ability to promote and encourage student participation in the classroom, showing a rate of 84.61% participation by an IRS compared to 28.67% when the student must respond with an outstretched hand and 12.59% when a verbal response is requested on a voluntary basis. Even students who did not regard the IRS as particularly useful, reported greater participation when using it. ...
p class="Textoindependiente21"> The European Higher Education Area (EHEA) involves changing traditional methods to promote innovative teaching experiences. This paper has two main aims: a) to show evidence of the use of Interactive Response Systems (IRS) to identify gaps in the understanding of the course contents and b) to investigate factors influencing students’ attitudes towards the use of IRS. The experience was developed through a collective tutoring session in the subject of Economics using IRS. Economics is a first-year subject in the Degree of Business Administration and Management offered by the University of Cadiz, which includes contents of Microeconomics and Macroeconomics and uses economic models to explain the function of the economy and the behaviour of economic agents. Results show that IRS technique allows detecting gaps in learning and comprehension. From our econometric estimations, we also identify two strongly significant variables affecting students’ attitudes towards IRS: gender and received explanations regarding the use of IRS. Variables such as first enrolment in the subject and the number of hours devoted to studying have a positive and significant effect on the attitude to IRS, but at a lower level of significance (from 5% to 10%). </p
... Any inaccuracy that might arise in the outcomes may result from some exceptional cases, thus the data are not to be used in any future analysis according to [54]. The questionnaire used in this research was adopted from previous research in conceptual mapping [20,47], attitude towards conceptual mapping was adapted from [48], behavioural intention to use conceptual mapping was adapted from [50,56,57], collaborative conceptual mapping was adapted from [40,58], perceived usefulness of conceptual mapping was adapted from [48], students' interaction via use of conceptual mapping was adapted from [41,42,59], assessment and evaluation of use of conceptual mapping were adapted from [27,28,46,60], students' motivation to use conceptual mapping was adapted from [51,61], students' critical thinking while using conceptual mapping was adapted from [13,39], and students' achievement through conceptual mapping was adapted from [47,53,60] (see the questionnaire in the Appendix A). To design the questionnaire, a five-point Likert scale was adopted for each of the items, with "5" indicating strong agreement and "1" indicating strong disagreement. ...
Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using conceptual mapping in the context of education sustainability has rarely been assessed. Thus, this study could be useful for developing and testing theories related to using conceptual mapping, as well as for practitioners who use conceptual mapping in education sustainability. Besides being used as a method of assessment, these mapping tools are used to improve the students’ critical and analytical thinking skills and to facilitate the demonstration of relationships among concepts. Instead of using written or verbal descriptions, these tools utilise various diagrammatic relationships. The use of pictures, diagrams and visual illustrations are believed to facilitate the understanding of complex topics more readily. Therefore, this research aims to develop a new model that employs conceptual mapping for improving the motivation and achievements of students. A survey was distributed to 247 participants who are using conceptual mapping tools for learning, and the data were quantitatively analysed using structural equation modelling (SEM-Amos). The results of this study show that conceptual mapping can be used to increase students’ understanding and motivation to improve their academic achievements.
... Experte ist daher eine Rolle, die dafür verantwortlich ist, dem Lernenden sein Wissen zu vermitteln. Studien haben gezeigt, dass Lernende, die mit den jeweiligen Experten interagieren und dadurch aktiver einbezogen werden, zu einem effektiveren Lernprozess gelangen (Liu et al. 2003). Da Akteure sowohl die Rolle eines Lernenden als auch die eines Experten einnehmen können, werden die Lerner-Experte-Interaktionen wie folgt angepasst: ...
Kleine und mittlere Unternehmen im Bereich industrienaher Dienstleistungen werden durch den digitalen Wandel mit großen Herausforderungen konfrontiert. Anders als im klassischen Produktgeschäft besitzen diese Unternehmen für ihre Dienstleistungen häufig keine spezialisierte Forschungs- und Entwicklungsabteilung oder ein institutionalisiertes Innovationsmanagement. An diesem Punkt knüpft das Projekt „DETHIS – Design Thinking for Industrial Services“ an. Im Rahmen des Projekts wird den Herausforderungen des digitalen Wandels an die Unternehmen und ihrem Bedarf nach innovativen Dienstleistungen mit einem Design-Thinking-Ansatz begegnet, der speziell für die Anforderungen kleiner und mittlerer Unternehmen weiterentwickelt wurde. Das im Projekt entwickelte DETHIS-Verfahren ermöglicht es allen Teilnehmenden im Innovationsprozess, gemeinsam orts- und zeitunabhängig neue industrienahe Dienstleistungen zu entwickeln. In diesem Beitrag geben wir einen Einblick in die Ergebnisse und Erkenntnisse des Projekts mitsamt den Erfolgen und Hindernissen. Die Resultate zeigen vielfältige Möglichkeiten für kleine und mittlere Unternehmen, ihren Innovationsprozess zu strukturieren und Dienstleistungsinnovationen systematisch und kreativ zu entwickeln. Die Implementierung des analogen und digitalen DETHIS-Verfahrens in den Unternehmen des Projekts ergab, dass vor allem die Organisationsstruktur und -kultur eine große Rolle für den Erfolg eines institutionalisierten Innovationsmanagements spielen. Eine transparente Beschreibung möglicher Hürden und Fehltritte kann dabei helfen, Kosten und Zeit bei der Implementierung des Ansatzes zu sparen.
... The regression results showed that student performance improved in terms of attendance and unannounced quizzes. In line with other studies (Liu et al., 2003;Siau et al., 2006), these results point to clickers' effectiveness in promoting and encouraging student participation in the classroom. Middleditch and Moindrot (2015) conducted experiments on two macroeconomics courses taught in a large cohort setting of around 500-600 students and found that the use of clickers can increase student satisfaction, enjoyment, and engagement. ...
In this project a web-based classroom response system (“clickers”) was used in teaching an intermediate level economics course. The main purpose of this project is to find out if the use of clickers is beneficial to students taking economics and examine if students' communication preference (e.g. instant messaging, face-to-face conversations, etc.) has an impact on the effectiveness of clickers in improving learning outcomes. Questionnaires and examination performance were used to assess the effectiveness of clickers. The questionnaire results show that around 75% of students in the treatment (clickers) group generally agreed that clickers allowed them to express their views more freely. We also observed that students who prefer to use instant messaging rather than making conversations are generally more positive towards clickers. The use of clickers also benefits the lecturer – teaching evaluation of the lecturer was significantly better for the clickers group. Comparing the examination scores of the two groups, the treatment group performed considerably better and statistically significant differences were found basing on paired t-tests on the differences. The regression analysis further discovered that the use of clickers has the most significant positive effect on students who prefers to communicate through instant messaging.
... That is why so many young adults recognize programming as a promising profession. Learning to program is difficult and 11 Liu, T., Liang, J., Wang, H., Chan, T. &Wei, L. (2003): "Embedding educlick in the classroom to enhance interaction", in Proc. Int. ...
The purpose of this study is to examine the effect of using active learning techniques and its ability to increase learning outcomes and students' attitudes towards active engagement during programming lectures. The primary objective of the research presented in this study was to compare the learning outcomes resulting from the use of two active learning techniques: web-based classroom response system (CRS) and class discussion. In this study, a mixed method research was used. For the purpose of quantitative research, a pre-test/post-test method was used to assess learning outcomes and anonymous survey to evaluate students' attitudes toward their active engagement. To obtain the qualitative data, five open-ended questions, for each group (experimental and control group) were included in the survey. The conclusions indicate that the use of web-based CRS and class discussion respectively increase learning outcomes, facilitate learning programming and positively affect students attitude toward programming course. However, the group which used web-based CRS had better learning outcomes than the group which had a class discussion, and also the students' attitude toward web-based CRS is more affirmative compared to class discussion.
... A lecturer is therefore a role who is responsible for conveying their knowledge to the learner. Additionally, studies have shown that learners who interact with their lecturers are more actively involved, resulting in a more effective learning process (Liu et al. 2003;Wang et al. 1990). Since learner and lecturer are roles undertaken by peers, we adapt learner-to-lecturer interaction into the following design requirement: ...
Many problems of software implementations appear after roll-out during the shakedown phase. Research have shown that peer advice ties are more effective and preferred by users than traditional IT support structures. However, large organizations are often shrouded in anonymity and individuals often don’t know which peer to ask for advice, resorting to help desks as a last resort. The paper addresses the challenges of peer advice ties as support structure by presenting a peer-based support system (PBSS) design to address emerging problems of individuals during shakedown. By applying design science research and theory of interaction as explanatory theory for peer advice to derive design requirements. Based on the informational, timeliness and contextual advantages of peer advice ties, we develop tentative design principles, which aids in identifying and creating interaction among peers. The contribution lies in prescriptive knowledge on how systems should be designed to support peer advice as support structures.
... This research uses Structural Equation Modeling (SEM) as the main tool of analysis, especially as it is used in cases where the dependent variables become independent in a subsequent dependent relationship. The constructs were included in the framework and measured by 56 items as illustrated in Table 4. Six items were adapted from Liu (2003) and McMillan and Hwang (2002) to measure the interactivity between peers and the teachers, while eight items were adapted from Gallini and Moely (2003) as well as Medlin and Green (2009). In addition, the perceived ease of use and perceived usefulness were measured using eight items from Ajjan and Hartshorne (2008). ...
Social media has been suggested as an effective tool for educational purpose. Therefore, this study is conducted on two theories, constructivism theory and Technology Acceptance Model (TAM). Moreover, this study conducted an analysis of studies dedicated to social media use for collaborative learning and engagement based on previous research problems of models and theories. In addition, this study applied quantitative approach, and the questionnaire was conducted using 340 students. The results show that social media use is useful, enjoyable and easy to use. Moreover, the students had a feeling of satisfaction using it. They believe that social media can be used positively and that it can provide significant interaction, engagement and collaborative learning wi th respect to the Quran and Hadith, thus improving learners' performance. The results of this study also revealed the percentage and frequency of the tools of social media used for collaborative learning, sharing, discussion and publishing.
... The questions aimed to measure the students and researchers" perceptions of social media use and its influence on their academic performance. With regards to the measurement of constructs, interactivity with group members and supervisors was measured using a subset of three items from Liu et al., (2003) and McMillan and Hwang (2002), engagement was measured using three items adapted from Gallini and Moely (2003), collaborative learning was measured using three items adapted from So and Brush (2008), intention to use social media was measured using three items from (Kim, 2011), researchers" satisfaction was measured using three items adapted from (Moore, 2009) and finally, students' academic performance was measured using three items adapted from (MacGeorge et al., 2008;Banks, 2006).see table one. ...
Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement to understand the interactive factors relevant that affect academic performance. This study also explores factors that contribute to the enhancement of collaborative learning and engagement through social media. It is unique in that it highlights that the effective use of social media for collaborative learning, engagement, and intention to use social media" - a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement, and intention to use social media positively and significantly relate to the interactivity of research group members with peers and research students with supervisors to improve their academic performance in Malaysian higher education.
... The engagement is dependent upon the interactions between the environment and also the individual, to ensure that social and academic interactions in class in order to modify students' awareness and engagement [44]. According to [45], engagement mediates the influence of curricular and training changes on student performance and accomplishments. Furthermore, as pointed out interactions between students along with the teacher (i.e. the social atmosphere) influences the engagement coded in the training experience. ...
Social media have permeated all generations of Internet users, becoming a prominent communications tool and found to be facilitating teaching and learning, particularly in the student community. Thus, academic institutions and faculty are increasingly using social networking sites, such as Facebook and LinkedIn, to connect with students and to deliver instructional content. This has led to a rise in questions about the impact of social media for collaborative learning and the possibility of using it as an effective teaching tool. To learn more about the student' satisfaction with social media usage for collaborative learning improvement between students, we conducted a survey in a typical university in Malaysia. Basic aim of this research is to identify the characteristics and factors surrounding the usability of the social media for collaborative learning in higher education. A total of 134 Universiti Teknologi Malaysia (UTM) students were used in the survey. We development a conceptual framework in which we propose that interactive with peers and teachers, engagement, perceived ease of use and perceived usefulness ;that explain the positive effects and benefits of using social media to enhancing student learning through collaborative learning which, in turn, improves student academic performance. The results revealed a statistically significant negative relationship between perceived usefulness and their satisfaction. Further, engagement and perceived ease of use was found to be highly correlated with students' satisfaction for using social media for collaborative learning among students.
... The engagement is dependent upon the interactions between the environment and also the individual, to ensure that social and academic interactions in class in order to modify students' awareness and engagement[44]. According to[45], engagement mediates the influence of curricular and training changes on student performance and accomplishments. Furthermore, as pointed out interactions between students along with the teacher (i.e. the social atmosphere) influences the engagement coded in the training experience. ...
Social media have permeated all generations of Internet users, becoming a prominent communications tool and found to be facilitating teaching and learning, particularly in the student community. Thus, academic institutions and faculty are increasingly using social networking sites, such as Facebook and LinkedIn, to connect with students and to deliver instructional content. This has led to a rise in questions about the impact of social media for collaborative learning and the possibility of using it as an effective teaching tool. To learn more about the student' satisfaction with social media usage for collaborative learning improvement between students, we conducted a survey in a typical university in Malaysia. Basic aim of this research is to identify the characteristics and factors surrounding the usability of the social media for collaborative learning in higher education. A total of 134 Universiti Teknologi Malaysia (UTM) students were used in the survey. We development a conceptual framework in which we propose that interactive with peers and teachers, engagement, perceived ease of use and perceived usefulness ;that explain the positive effects and benefits of using social media to enhancing student learning through collaborative learning which, in turn, improves student academic performance. The results revealed a statistically significant negative relationship between perceived usefulness and their satisfaction. Further, engagement and perceived ease of use was found to be highly correlated with students' satisfaction for using social media for collaborative learning among students.
... The questions aimed to measure the students and researchers" perceptions of social media use and its influence on their academic performance. With regards to the measurement of constructs, interactivity with group members and supervisors was measured using a subset of three items from Liu et al., (2003) and McMillan and Hwang (2002), engagement was measured using three items adapted from Gallini and Moely (2003), collaborative learning was measured using three items adapted from So and Brush (2008), intention to use social media was measured using three items from (Kim, 2011), researchers" satisfaction was measured using three items adapted from (Moore, 2009) and finally, students' academic performance was measured using three items adapted from (MacGeorge et al., 2008;Banks, 2006).see table one. ...
Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement to understand the interactive factors relevant that affect academic performance. This study also explores factors that contribute to the enhancement of collaborative learning and engagement through social media. It is unique in that it highlights that the effective use of social media for collaborative learning, engagement, and intention to use social media-a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement, and intention to use social media positively and significantly relate to the interactivity of research group members with peers and research students with supervisors to improve their academic performance in Malaysian higher education.
... In the context of awareness and reflection in the learning process, prior research has shown that learners who interact with their lecturers and colleagues are more actively involved in the learning process [26, 27] and achieved better learning outcomes [8]. The lecturer can assess the learning progress by means of the answers and provide direct feedback. ...
Large-scale lectures are a typical way of teaching university students. However, these lectures often lack interaction elements and do not foster awareness and reflection in the learning process. This results in insufficient learning outcomes such as learning satisfaction and success. Therefore, a new approach to engage interaction in such large-scale lectures is the flipped classroom concept which seeks to overcome these challenges by stimulating self-regulated learning phases and improving interaction as well as awareness and reflection in the presence phases of a lecture. However, it is still unclear how to actually increase reflection and awareness through interaction in such learning scenarios. For this purpose, we propose an application of a technology-enhanced peer assessment that is carried out in large-scale information systems lectures. Preliminary evaluation results suggest the potentials of this approach. Thus, we are able to provide first theoretical and practical implications for the application of a technology-enhanced peer assessment in large-scale lectures.
... Traditional learning methods can hinder interactions in the classroom (Cotner, Fall, Wick, Walker, & Baepler, 2008). Limited class time, rigid seating arrangements and students' reservations about speaking out in class have been identified as important barriers to high levels of interactivity (Draper & Brown, 2004;Liu, Liang, Wang, Chan, & Wei, 2003). However, advanced technology has changed how students and the teacher interact in the classroom and has provided new opportunities to enhance interactivity. ...
As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process.
... The educational potential of a oneto-one classroom where each child has access to a personal computer has prompted researchers to investigate effective strategies and scenarios for learning mediated by the technology. For example, classroom response systems such as EduClick, ClassTalk, and Clicker can aggregate anonymous responses from students (e.g. to choose a correct answer in a multiple choice question) and to display the results on a shared screen in front of the class (Liu, Liang, Wang, Chan, & Wei, 2003; Lowery, 2005). Subject-specific software applications running on handheld devices have been shown to be effective in supporting children to learn mathematics in classrooms (Roschelle, Rafanan, Estrella, Nussbaum, & Claro, 2009). ...
One-to-one technology classrooms equip each child with a computing device that provides personalised learning tools. They offer promising environments to support individual and small group learning through the affordances of handheld devices such as portability, low cost and wireless communication features. However, there are management problems in the technology-enabled classroom, for instance, lack of support for scaffolding collaborative and whole class working, design of lessons that switch easily from one to another activity, and difficulty in re-using lesson components. In this paper we describe the SceDer system to orchestrate learning with one-to-one technologies. SceDer provides an authoring system for teachers to design lessons, an interchange language (COML) to describe lesson sequences and resources, and a delivery system that enables the teacher to manage collaborative one-to-one learning in the classroom. The system has been tested in school classrooms and has demonstrated its effectiveness in managing orchestration between individual, group, and whole class learning activities.
... En el presente artículo se detalla como se han adaptado las clases de problemas de la asignatura Sistemas Digitales I al sistema de docencia presencial basada en la utilización de mandos electrónicos de respuesta, Educlick [1][2]. La experiencia se ha llevado a cabo en la asignatura de Sistemas Digitales I dentro de las titulaciones de ingeniería técnica en Informática tanto de gestión como de sistemas, en el primer cuatrimestre de este curso académico. ...
Este artículo analiza las nuevas formas de interacción de los jóvenes dentro de un entorno de aprendizaje no formal, en la enseñanza a través de MOOC. El objetivo es identificar la influencia de la retroalimentación a través de Twitter en el aprendizaje de los estudiantes. Metodología: en primer lugar, se realiza un análisis de regresión múltiple para determinar qué factores tienen mayor efecto sobre el aprendizaje y, posteriormente, determinar en qué medida influye la retroalimentación, tanto dada como recibida, en diferentes variables: compromiso, motivación, participación, disfrute/satisfacción, autoevaluación y resultados de aprendizaje, mediante un contraste de medias por segmentos. Resultados: se constata que dar retroalimentacióna través de Twitter influye positivamente en el aprendizaje, mientras que recibirlo pasivamente no obtiene resultados concluyentes. Discusión y conclusiones:tanto la motivación y la participación de los estudiantes como la satisfacción con el uso del diálogo de Twitter tienen un efecto positivo sobre el aprendizaje.
In Zeiten der Digitalisierung nimmt Informationstechnologie eine Schlüsselrolle im Modernisierungsprozess von Unternehmen ein. Zugleich bringt die Softwareeinführung das Risiko mit sich, den intendierten Nutzen nicht zu realisieren. Durch eine Dienstleistungssystem-Perspektive erscheint die Einbindung der Nutzer in die Softwareeinführung ein vielversprechender Ansatz. Das Ziel des Projektes ExTEND – Engineering von Dienstleistungssystemen für nutzergenerierte Dienstleistungen ist es daher, Nutzer in die Softwareeinführung nach dem Leitbild „Dienstleistungen von Nutzern für Nutzer“ zu befähigen, aktiv einen Beitrag zu der Gestaltung der Arbeitsumgebung zu leisten. Hieraus resultieren IT-gestützte Servicebausteine, in denen Nutzer sich gegenseitige Hilfestellungen geben und Handlungsalternativen in der Softwareeinführung aufzeigen. Durch ein Pilotierungsvorgehen werden die Servicebausteine in drei Anwendungsfeldern entwickelt und pilotiert. Hieraus resultiert evidenzbasiertes Gestaltungswissen für die Entwicklung von nutzergenerierten Dienstleistungen. Darüber hinaus wird ein Mehrebenenmodell für die Gestaltung von Dienstleistungssystemen vorgestellt, welches die Entwicklung von Dienstleistungssystemen unterstützt und über traditionelle Ansätze des Service Engineerings hinausgeht.
A classroom interactive technology, Interactive Response System (IRS) such as NXTudy, is getting popular in the campus. However, little research has explored how students feel regarding to using IRS, and less solid models have been established to depict students’ behaviors systematically. This study develops a model to formulate university students’ perceptions, attitudes and actionable feedback in terms of using IRS by extending Technology Acceptance Model (TAM). A survey was conducted to examine the proposed model and confirm the factor “perceived usefulness” is the most important factor. Instructors should explain the importance of using technology before the class starts and repeat the benefits constantly to enhance students’ understandings, making students realize the usefulness of the technology to raise their intention to use, satisfaction and the willingness of recommending others to use the technology.
In this Digital era, thousands of teens in the universities use social network sites, it has become a way of life. Social Media Usage has recently received numerous debate in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students’ academic performance through collaborative learning among university students in Ghana. (Based Davis et al,. 1989) Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study. Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person’s intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final grades.
Este trabalho tem o objetivo de apresentar uma arquitetura de um sistema de software que tenha a capacidade de conceder um suporte mínimo no processo de ensino-aprendizagem utilizado por cada professor do Instituto Federal de Educação, Ciência e Tecnologia. Mais especificamente, esse suporte visa realizar um mapeamento simplista do entendimento dos alunos em relação aos assuntos abordados em sala de aula de cada professor. Além de apresentar a arquitetura mencionada, este trabalho tem também o propósito de realizar a validação de tal arquitetura, mostrando e explanando sobre os resultados obtidos.
This study concerns one of a feature of a blackboard, so-called "effects of collecting learners' glances". Because learners in a whole lecture see a blackboard in concert, they will sense other learners' social presences, and they will feel positive for affective learning. In this study, this effect was examined by conducting experimental lectures by using information sharing on an interactive blackboard. Eight conditions of the lectures were set by combinations of following three factors; blackboard factor (exist an interactive blackboard or not); teacher factor (exist a role of teacher or not); lecture-style factor (individual or collaborative). Questionnaires for learners after the each lecture were compared and tested by analysis of valiance (ANOVE) and covariance structure analysis. DV records of the lectures were also analyzed. Results revealed the learners evaluated significantly high social presences in the lecture by using an interactive blackboard. Seeing the blackboard predicted a social presence, and social presence predicted an affective learning.
Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.
Due to increasing numbers of students at German universities large-scale learning services are still a common default. These learning services lack interaction as well as feedback to assess learners’ knowledge on the cognitive levels of educational objectives. This situation is alarming, since interaction and feedback in order to assess the own learning progress are important factors for individual learning success and satisfaction. The use of an IT-based peer assessment as a learning instrument can help overcome these challenges by increasing interaction and feedback without massively increasing the workload of lecturers. In this research-in-progress paper we present a theory-driven design of an IT-based peer assessment aiming to increase interaction and feedback as well as assess learners’ knowledge on high cognitive levels of educational objectives in large-scale learning services. We follow a design science research
approach and rely on insights from theory of interaction and feedback in order to gather requirements as well as derive design elements to create the IT-based peer assessment. As a next step, we will use the instrument in our large-scale learning service aiming to evaluate whether the IT-based peer assessment is useful to assess high cognitive levels of educational objectives, hence supporting learners during their learning process.
This study proposed a classroom response system (CRS) different from existing commercial product. Modern and widespread used personal smart devices are utilized as the teacher-side controller and student-side response devices in the CRS instead of early infrared or radio frequency-based remote control. A prototype was developed for the proposed CRS, and it will be kept developing for further full functionality in CRS with the advantages and features of smart devices and modern network technologies.
One-to-one technology classrooms equip each child with a computing device that provides personalised learning tools. One-to-one learning is showing promise in classrooms due to support for individual and small group learning through the affordances of mobile learning devices such as portability, low cost and communication features. However, there are problems of management of the technology-enabled classroom, lack of support for collaborative and whole class working, design of lessons that switch easily between activities, and difficulty in re-use of lesson components. In this chapter we describe the SceDer system to orchestrate learning with one-to-one technologies. Sceder provides an authoring system for teachers to design lessons, an interchange language (COML) to describe lesson sequences and resources, and a delivery system that enables the teacher to manage collaborative one-to-one learning in the classroom. The system has been tested in school classrooms and has demonstrated its effectiveness in managing fluid transitions between individual, group, and whole class learning activities.
In nowadays society, the most common manner that students recevice education is through teachers giving lectures in the classroom. In Taiwanese schools, the lecture method that teachers play a role of a knowledge dispenser instead of a learning facilitor is commonly adopted. Since late 90’s, however, the educational technology has become gradually popular in teaching enviroments. The aim of this study is to the Taiwanse college students‘ intention of classroom interactions through the IRS (Interactive Response System) devices. The results show that learners‘ goal commitment and perceived usefulness are affected by an IRS-equipped learning environment which leads to the influence of learners‘ intention to ineteract and participate in classroom activities.
This paper proposes a method for seamless interaction between students and their professor using Twitter, one of the typical social network service (SNS) platforms, in large lectures. During the lecture, the professor poses surprise questions in the form of a quiz on an overhead screen at unexpected moments, and students submit their answers through a smartphone response system using Twitter. Since points are awarded on a first-come–first-served basis to only a limited number of the students who submit correct answers, students are required to concentrate on the lecture if they want to score. The proposed method solves both the problem of decreased concentration arising from frequent use of smartphones for nonlearning purposes in lectures and of inefficient interaction that occurs in large university classrooms. Evaluation through analysis of exam results and a post-course survey confirm that the proposed solution produces better results in terms of both students' academic achievement and their concentration during lectures.
The social media have infiltrated the 21st century generations of Internet users, making it a very active means of communications, particularly among students of higher institutions of education. Consequently, academic activities in institutions and faculties are increasingly carried out through the social networks, such as Facebook, twitter and LinkedIn. These are essentially used in order to connect with current and prospective students and also to deliver instructional content. Questions arise about the impact of social media on academic performance and the possibility of using them as an effective pedagogical tool to improvement academic performance. A pilot study of undergraduate and postgraduate students at Universiti Teknologi Malaysia (UTM) was carried out to obtain preliminary results of usage of social media currently. Results obtained show that social media affects positively and significantly collaborative learning with interaction with peers, interaction with supervisor, engagement, perceived ease of use, and perceived usefulness.
Aufgrund der kontinuierlich steigenden Anforderungen an wissensbasierte Arbeit steigt gleichzeitig der Bedarf nach Lerndienstleistungen. Diese werden hinsichtlich der Optimierung ihrer Produktivität jedoch wenig stringent betrachtet. Es erfolgt vornehmlich eine Reduktion der Inputfaktoren, um die Produktivität zu beeinflussen. Der vorliegende Beitrag fokussiert aus diesem Grund dezidiert den Output von Lerndienstleistungen. Dazu wird das Konzept des Lerntransfers, als relevante Größe beschrieben, die die Nutzung des Erlernten im Arbeitskontext beschreibt. Ausgehend von diesem Outputfaktor werden Determinanten identifiziert, die auf den Lerntransfer wirken, um daraus ein Informationssystem abzuleiten, dass gezielt die Wirksamkeit von Lerndienstleistungen beeinflusst. Das vorgestellte Konzept wurde in einem iterativen Verfahren mit Experten und Endanwendern evaluiert und weiter verfeinert. Das daraus entstandene Informationssystem bietet die Grundlage für eine Steigerung des Lerntransfers und damit einer Erhöhung der Produktivität von Lerndienstleistungen.
Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and collaboration, which are important factors for learning success and satisfaction. The use of IT can help overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. In this research-in-progress paper, we present the design and pre-test of a mobile-learning application aiming to increase the interaction in large-scale lectures and the learning success of learners. For designing our application, we follow a design science research approach. We rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. A pre-test of our application showed high values for Perceived Usefulness, User Satisfaction, and Perceived Presentation Quality for the overall application and moreover high values for Performance Expectancy and Intention to Use of all but one functions. The results show that the application is ready for being used in large-scale lectures. As a next step, the application will be used in one of our large-scale lectures aiming to evaluate whether using our application has a positive impact on interaction, satisfaction and learning success.
Mobile learning has always been a hot topic in recent years, and there are a lot of new instructional applications which are developed on hand-held devices. With the maturing development of functions on mobile phone, Clicker, which is used as an interacting tool between teachers and students on tradtional classroom response system can be replaced by mobile phone, PDA, tablet PC. This research aims to design a classroom intercative system which can be used with hand-held devices. This system not only provides students with responsing their learning status immediately, but also supporting instructor's decision making. Furthermore, the conception of Web 2.0 is applied in the system to let student share and exchange learning resources. For the design of classroom interactive system, we suggest that simplizing the operational process, responsing feedback to users instantly, and adding rewarding mechanism in the system. Following the design guidelines, we expect that the system can enhance instruction and make learning more effectively. Keywords-Mobile learning; classroom interactive system; decision making; Web 2.0; simplizing
Although a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes (n = 35 students in each class) of secondary five students participated in this study. One of the classes used an RPS while the other did not. Both classes completed a pretest and a posttest which tested the students in the application of the physics concepts taught. Results suggested that the class that used an RPS performed better in the posttest compared to the class that did not use the system. In addition, we explored the teacher and students' perceptions of using the RPS.
Interaction, such as being able to ask questions, is an important part in lectures. Software support can help both educators and students in very large lectures. For a cost-effective and widely usable solu-tion, we have investigated interaction based on the mobile phones owned by nearly all students. After presenting design criteria, we discuss a concrete prototype for mobile phone-based interaction.
In this study, we proposed a new methodology to combine the paper slides, computer screen and a digital pen in order to improve teachers teaching and students learning in the traditional classroom. In students' learning, we design the new course slides which have kept the habit students had a class in the past, and integrate the advantage of real-time online support. In instructors' teaching, instructors can immediately get students' learning status, and change their teaching strategies by recommendations of the system.
In electronic circuit subjects it is very important that students practice their exercise with analysis and synthesis of circuits in order to acquire knowledge, skill and competences. Usually, students are poorly motivated and thus problemspsila classes get reduced to the professor giving the solution to the set problems. Studentspsila only mission is then to copy the information from the blackboard without having to study, develop or think about the problem. In this paper, we present the use of an interactive docent tool, Educlick, which has been adapted to these problemspsila classes . Educlick is based on the use of electronic answer remote controls (clickers). The classes are wholly directed. The experience is done in the subject of Digital Systems of Computer Science at the Universitat Autnoma of Barcelona. The objective is to increment studentspsila participation in class and thus improve their learning of the design of combinational and sequential digital systems.
Although the approaches about how to manifest the technology innovation could contribute to the development of innovative learning technologies, the neglect of teacherspsila individual differences in technology applications may interrupt the technology diffusion. In this paper two case studies about teaching with innovative learning technologies (including mobile learning environment and interactive response system) are discussed to show how teachers' characteristics influence their teaching with technology and to display a useful way to help teachers apply the technology in their best way. We expect that considering teachers skills, and attitudes while introducing new technologies for learning will provide wider acceptance of the technology implementation in education.
Handheld devices, especially networked handheld devices, are growing in importance in education, largely because their affordability and accessibility create an opportunity for educators to transition from occasional, supplemental use of computers, to frequent and integral use of portable computational technology. Why and how might these new devices enhance school learning? We begin by discussing a simple but important factor: networked handhelds can allow a 1:1 student:device ratio for the first time, enabling ready-at-hand access to technology throughout the school day and throughout the learner's personal life. We argue that designers need to understand the capabilities of the new generation of handheld computers and wireless networks that are most relevant for learning. We follow this with a discussion of Learning Science theories that connect those capabilities to enhanced learning. The capabilities and features feed into design practices. We describe a set of example applications that are arising from the capabilities, theories and design practices previously described. Finally, we close with a discussion of the challenge of scale.
The purpose of this research is to explore enterprises’ acceptance of Audience Response System (ARS) using Technology Acceptance
Model (TAM). The findings show that (1) IT characteristics and facilitating conditions could be external variables of TAM.
(2) The degree of E-business has positive significant correlation with behavioral intention of employees. (3) TAM is a good
model to predict and explain IT acceptance. (4) Demographic variables, industry and firm characteristics have no significant
correlation with ARS acceptance. The results provide useful information to managers and ARS providers that (1) ARS providers
should focus more on creating different usages to enhance interactivity and employees’ using intention. (2) Managers should
pay attention to build sound internal facilitating conditions for introducing IT. (3) According to the degree of E-business,
managers should set up strategic stages of introducing IT. (4) Providers should increase product promotion and also leverage
academic and government to promote ARS.
Eliciting student participation in large college classes is notoriously difficult yet critical to learning. This paper describes a design experiment with a computer-mediated feedback system for promoting class interaction. We delineate specific challenges to interaction and propose design principles to address them in computer-mediated systems. A prototype realizing these principles establishes a computer-mediated channel for student-initiated feedback. Students position preset annotations (e.g., SLOW DOWN, EXPLAIN) directly on the lecture slides. The system presents an anonymized summary to the instructor in real time. An experiment in a large class validates our design and suggests new lessons for computer-mediated, student-initiated interaction.
Recent conceptualizations of knowing and learning focus on the degree of participation in the practices of communities. Discursive practices are the most important and characteristic practices in many communities. This study was designed to investigate how the content and form of classroom discourse was influenced by different combinations of artifacts (e.g., overhead transparencies, physical models), social configurations, and physical arrangements. Over a 4-month period, we collected data (video-taped activities, interviews, ethnographic observations, artifacts, and photographs) in a Grade 6-7 science class studying a unit on simple machines. Four different activity structures differed in terms of the social configuration (whole class, small group) and the origin of the central, activity-organizing artifact (teacher designed, student designed). This study describes how different artifacts, social configurations, and physical arrangements led to different interactional spaces, participant roles, and levels of participation in classroom conversations and, concomitantly, to different discursive forms and content. The artifacts had important functions in maintaining and sequencing conversations. Depending on the situation and the role of participants, artifacts served as resources for students' sense making. Each of the different activity structures supported different dimensions of participating in conversations and, for this reason, we conclude that science educators teaching large classes should employ a mixture of these activity structures. Overall, students developed considerable competencies in discursive and materials practices related to simple machines.
Teaching with Classroom Communication System -What it Involves and Why it Works Invited paper presented at the 7th International Workshop "New Trends in Physics Teaching
- Louis Abrahamson
Abrahamson, Louis (1999). Teaching with Classroom Communication System -What it Involves and
Why it Works. Invited paper presented at the 7th International Workshop "New Trends in Physics
Teaching", Puebla, Mexico, May 27-30, 1999.
A Universal Learning Tool for Classrooms? Proceedings of the " First Quality in Teaching and Learning Conference
- Nelson Cue
Cue, Nelson (1998). A Universal Learning Tool for Classrooms? Proceedings of the " First Quality in
Teaching and Learning Conference, " December 10-12, 1998.
eInstruction (2003). http://www.einstruction.com.
Teaching with Classroom Communication System -What it Involves and Why it Works
- Louis Abrahamson
Abrahamson, Louis (1999). Teaching with Classroom Communication System -What it Involves and
Why it Works. Invited paper presented at the 7th International Workshop "New Trends in Physics
Teaching", Puebla, Mexico, May 27-30, 1999.
Cue, Nelson (1998). A Universal Learning Tool for Classrooms? Proceedings of the "First Quality in
Teaching and Learning Conference," December 10-12, 1998.
eInstruction (2003). http://www.einstruction.com.
The cognitive psychology of school learning
- E D Gange
- C W Yekovich
- Yekovich
Gange, E. D., Yekovich, C. W., & Yekovich, F. R. (Eds.). (1993). The cognitive psychology of school
learning. New York: HarperCollins College.
EduClick: A Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom
- C W Huang
- J K Liang
- H Y Wang
Huang, C. W., Liang, J. K. & Wang, H. Y. (2001). EduClick: A Computer-Supported Formative
Evaluation System with Wireless Devices in Ordinary Classroom. Proceedings of ICCE 2001, 1462-1469.
Teaching, Questioning, and Learning
- N Morgan
- J Saxton
Morgan, N., and Saxton, J. (1991). Teaching, Questioning, and Learning. New York: Routledge.