scholarly journals Improved Academic Performance and Student Perceptions of Learning Through Use of a Cell Phone-Based Personal Response System

2018 ◽  
Vol 17 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Sihui Ma ◽  
Daniel G. Steger ◽  
Peter E. Doolittle ◽  
Amanda C. Stewart
10.28945/4393 ◽  
2019 ◽  
Vol 18 ◽  
pp. 331-353 ◽  
Author(s):  
Sibongile S Simelane-Mnisi ◽  
Andile Mji

Aim/Purpose: The purpose of the current study was to investigate whether the effectiveness of the Technology-engagement Teaching Strategy using personal response systems with student’s approaches to learning will increase the pass rate in the Mathematics course Background: The challenge in this study was to develop the learning activities that accommodate individual differences and diversity in learning. Furthermore, Studies investigating students’ approaches to learning have mostly done this in a face-to-face learning environment as opposed to incorporate exploration thereof when integrating educational technology. Methodology: A mixed method approach was used. The basis of using this method was a combination of quantitative and qualitative approaches which gives a clearer understanding of research problems than either approach alone. Participants were 240 students registered for Mathematics II at a study University of Technology in South Africa. Purposeful, convenience and simple random sampling were used to select the participants. Contribution: No study that has investigated the utility of personal response systems with students’ approaches to learning is currently available as observed by the researcher. In this case, the combination of the two variables in this study makes it unique and therefore important in contributing to the body of knowledge focusing on the role of technology in pedagogy. Findings: The results showed that while the majority of students followed the Strategic Approach the same Technology-engagement Teaching Strategy was used for students following Surface Approaches. The Technology-engagement Teaching Strategy was developed in such a manner to accommodate students following different approaches. The personal response system continuous assessments, as well as the semester test, revealed the improvement in academic performance as well as the increase in mathematics pass rates. It was also found that using personal response system enhances students’ mathematical communication skills, and helps to develop the skills needed to write and read mathematical proofs. Recommendations for Practitioners: It is recommended that academics take into consideration the students approaches to learning in their teaching practices. It is crucial that lecturers take advantage of technology to enhance their teaching practices and decrease the fear of the unknown and open up to new innovations in teaching. Recommendation for Researchers: It is recommended that the use of personal response systems should be explored in different mathematics settings (different lectures and universities). Such an exploration according to the researcher will be useful in endorsing what has been reported in this paper. Impact on Society: The results revealed that the Strategic Approach was the most dominant among the participants in this study. The results also showed the improvement in students’ academic performance as well as the number of students who passed increased. Future Research: A further research study could be conducted with students in a different discipline where poor academic performance is experienced.


2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.


Author(s):  
Patrick Siebert ◽  
Mustapha Mouloua ◽  
Kendra Burns ◽  
Jennifer Marino ◽  
Lora Scagliola ◽  
...  

This study used both cellular phones and analogue radio to measure driver distraction and workload in a low fidelity driving simulator. Thirty-four participants performed a simulated driving task while using either a cell phone or a radio in conjunction with a secondary task assessing their spare attentional capacity. The results showed that more lane deviations were made during the cell phone and radio tuning use than both of the pre-allocation and Post-allocation phases. The secondary task errors were also higher during both the cell phone and radio tuning allocation phase than the pre-allocation and post-allocation phases. These findings indicate the greater workload load levels associated with the use of telemetric devices. These findings have major implications for driver safety and telemetric systems design.


2012 ◽  
Vol 32 (2) ◽  
pp. 67-68 ◽  
Author(s):  
Nancy Radoslovich
Keyword(s):  

2018 ◽  
Vol 37 (11) ◽  
pp. 2517-2525 ◽  
Author(s):  
Andrew Smith ◽  
Reuben Addison ◽  
Peter Rogers ◽  
Jordan Stone-McLean ◽  
Sarah Boyd ◽  
...  

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.


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