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

Most of the existing student response systems, such as clickers, have limited input capabilities, typically only offering students a multiple-choice selection. In some instances, students can input a numerical or textual response. However, mathematical equations, diagrams, etc. are all beyond the capabilities of such systems. This paper proposes and presents a novel multi-platform smart device-based student response system, called UniDoodle, that allows for a more generic and flexible input. This system consists of a student application that allows for freeform input through sketching capabilities, a lecturer application that allows easy viewing of multiple sketch-based responses and a cloud-based service for co-ordinating between these two applications. In essence, students can now respond to a question posed by the lecturer using sketches and, hence, mathematical equations, circuit diagrams, graphs, etc. are all possible on the UniDoodle system. In addition, the lecturer can now gain a richer and more useful insight to the students’ understanding of the relevant material. This paper also evaluates the UniDoodle system in a large class of first year Engineering Mathematics students. Details of the UniDoodle system, the evaluation process and the feedback obtained are all presented within.

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Impact of Student Response System on Enhancing Active Learning

Education Innovation Series - Innovating Education in Technology-Supported Environments ◽

10.1007/978-981-15-6591-5_15 ◽

2020 ◽

pp. 199-213

Author(s):

Suet Lai Wong ◽

Sui Yu Yau

Keyword(s):

Active Learning ◽

Student Response ◽

Student Response System ◽

Response System

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Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception

Revista Evidenciação Contábil & Finanças ◽

10.22478/ufpb.2318-1001.2021v9n1.53512 ◽

2021 ◽

Vol 9 (1) ◽

pp. 134-151

Author(s):

Vitor Hideo Nasu ◽

Luís Eduardo Afonso ◽

Daniel Ramos Nogueira

Keyword(s):

Active Learning ◽

Empirical Studies ◽

Education Institution ◽

Accounting Education ◽

Student Response ◽

Accounting Students ◽

Student Response System ◽

Educational Goals ◽

Web Based ◽

Response System

Objective: Investigate the accounting students’ perception on the use of a web-based student response system (SRS), called Kahoot!, in a public higher education institution in Brazil. The web-based SRS is a relatively recent technology tool that can contribute to provide an active learning environment. Background: The paper reviews the SRS literature and highlights its usage benefits and challenges. Also, the study presents empirical studies carried on SRS thus far that offered theoretical support for the discussion of the findings. Method: Data were collected from 77 students through survey. The survey was designed based on prior SRS literature, containing two parts. The first one asked for the students’ demographics; and the second one comprised 22 questions to capture two constructs: “Perception of Use” (18 questions) and “Overall Satisfaction” (6 questions). Surveys were applied in loco. Results: The Cronbach's Alpha coefficient indicated high internal consistency among the items that measured both constructs. We also found that the SRS assists in classroom interactivity, promote greater involvement, and was adequate as a didactic tool. Students also thought that the SRS may have the potential to improve their learning and were generally satisfied with it. Contribution: The study contributes to teaching methods in accounting education by bringing evidence of efficacy of a web-based SRS from accounting students’ perspective. It also shows promising results when using SRS in accounting classes, especially when interactivity and active learning are considered educational goals.

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Developing and Evaluating Practical Methodological Guidelines for use of Student Response System in Teaching

Learning with Mobile Technologies, Handheld Devices, and Smart Phones ◽

10.4018/978-1-4666-0936-5.ch006 ◽

2012 ◽

pp. 90-104 ◽

Cited By ~ 1

Author(s):

Gabrielle Hansen-Nygård ◽

Kjetil L. Nielsen ◽

Trond M. Thorseth ◽

John B. Stav

Keyword(s):

Learning Process ◽

Student Evaluation ◽

Student Response ◽

Student Response System ◽

Online Student ◽

Methodological Choices ◽

Response System ◽

Methodological Guidelines ◽

Depth Interviews ◽

Insight Into

This article presents methodological experiences and evaluation results obtained during introduction and testing of a new online student response system (SRS) for modern mobile devices at Sør-Trøndelag University College, in Norway. The aim of the test period was methodological development, based on student evaluation. Using in-depth interviews with students, awareness of how SRS was comprehended by the students in their learning process increased. Several methodological choices and practical challenges were faced when introducing SRS. The procedures and methodological choices were based on published experience and the authors’ assumptions. However, what was believed to be important pedagogical, were among the students perceived as positive but not in the way expected. The students have a clear perspective on their own learning process and gave insight into how SRS fit into their own learning process. Students’ perceptions regarding methodology, in combination with their own experience of learning, appear as a necessary ingredient for an appropriate implementation and use of SRS in teaching.

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