Promoting interactive inclass learning using electronic response systems

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Promoting interactive in-class learning using
electronic response systems Paul Blayney
Mark Freeman Carole Comerton-Ford Joanne
Pickering Faculty of Economics and Business
University of Sydney
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In my teaching for next year

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• I will definitely use clickers
• I will consider using clickers
• I will monitor others success
• I have no intention of using clickers
• I will ignore clickers altogether

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Introduction
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• Objective
• Investigate impact of different response methods
  to in-class questions
• handheld audience electronic response system vs
  show of hands vs display coloured cards
• all other aspects of constructivist pedagogical
  design constant
• Motivation
• increase in-class interaction and feedback
• engage students in large diverse classes

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Time spent preparing for this showcase?

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• None
• 1 minute
• 2-5 minutes
• gt 5 minutes

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This famous learning researcher is

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• John Biggs
• Noel Entwistle
• Mike Prosser
• Paul Ramsden
• Keith Trigwell

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After peer discussion, he is

• John Biggs
• Noel Entwistle
• Mike Prosser
• Paul Ramsden
• Keith Trigwell

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Main interaction tactic in large classes?

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• Little or no interaction
• Ask students if any questions
• Provide question - seek volunteer
• Provide question - pick student to answer
• Provide question - seek show of hands
• Provide question - promote peer discussion
• Provide question - responses via coloured paper
• Provide question - responses electronically
• Other

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ERS positively impacts the class

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• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Research on technology and ERS
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• Judson Sawada (2002) review 30 yrs research
• Only positive effects upon student achievement,
  related to incorporation of electronic response
  systems into instruction, occurred when students
  communicated actively to help one another
  understand (p.178).

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2nd yr UG accounting (n111)
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Results 2nd yr UG accounting (n111)
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No differences due to language, gender, age,
domestic/international etc
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Results 1st yr PG finance
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• Useful for obtaining feedback about
• Students backgrounds
• Students expectations
• Students approach to learning
• Useful for obtaining feedback about
• students knowledge of previous weeks lecture
• students understanding current lecture material
• Useful to help change expectations
• passive versus active
• time spent outside class in preparation
• 91 agreed ERS helped their learning
• 77 agreed peer interaction helped learning

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Results 1st year UG accounting
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• 2-hour tutorials (16 19 students)
• Use of MCQs student responses was the driving
  factor behind improved student performance (not
  the use of technology)
• Show of hands, coloured cards, ERS
• Overheads, powerpoint, paper-based
• Individual only, individual-peer,
  individual-peer-individual
• Outcomes
• Attendance increased over the semester from 83
  to 95
• Higher than average marks (by 5) in mid final
  exams
• ERS was the most preferred response method

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Staff impacts
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• If already interactive class design, then
  marginal costs are limited
• Logistics
• Getting equipment to location, set up time,
  distribution and collection of handsets
• Cost of equipment
• Once off purchase (vs publisher model where
  students pay)
• Lost handsets
• Learning and using Powerpoint add-in
• Publishers question banks
• Cell phone technology options solve some of these

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Types of in-class questions for learning
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• Test knowledge (formative or summative)
• recall
• simple rules-based problems
• Build awareness and promote discussion
  (formative)
• common misconceptions
• decision making
• theory simulation
• experiments and research
• Peer review (formative or summative)
• oral presentation
• poster

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Cultural compatibility?

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Clickers are compatible with existing practices,
values, needs, culture

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Complexity?
Clickers appear complex to learn, understand and
use effectively

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Ease of trialability?
It would be easy to experiment with clickers
before making an adoption decision

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Visibility of results?
The results achieved by using clickers are
visible to other potential adopters

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Relative advantages?
There are relative advantages of clickers over my
current teaching practice (in time, cost,
effectiveness, quality of results etc)

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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In my teaching for next year

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• I will definitely use clickers
• I will consider using clickers
• I will monitor others success
• I have no intention of using clickers
• I will ignore clickers altogether

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Conclusion
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• Pedagogy is crucial to learning
• Technology in itself is not but may add value IF
• Electronic response systems
• can facilitate multiple types of questions
• novelty limitation?
• Anonymity appears to be a crucial aspect of
  student learning to consider in designing for
  learning
• future research?

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This was a valuable use of my time

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree

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Types of in-class questions for teaching

• Administration
• attendance record
• completed homework
• Formative feedback
• understanding audience
• student preparedness
• lecture speed
• student understanding