scholarly journals Engaging students on their devices with Mentimeter

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Kat Sarah Anne Vallely ◽  
Poppy Gibson
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Response ◽  
Education Department ◽  
Online Student ◽  
Advantages And Disadvantages ◽  
Interesting Insight ◽  
Response Systems ◽  
Teacher Education Department

This technology review shares an interesting insight into snapshot cases of the online student voting tool ‘Mentimeter’ (MM) used with students in the Teacher Education Department. The use of MM in both lectures and seminars is presented along with three illustrative screenshots. Advantages and disadvantages of MM are discussed, with reference to recent literature about student engagement. The authors’ ideas for future plans with the tool are shared, with the hope of inspiring other HE colleagues to trial or further integrate MM into lectures and seminars, in order to promote student engagement and enhance the teaching and learning experience for all. Key words: Mentimeter, mobile devices, Student Response Systems, voting tool    

scholarly journals Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems

2021 ◽  
Vol 12 (3) ◽  
pp. 1993-1998
Author(s):  
Kew, S. N. Et.al
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Computer Game ◽  
Student Response ◽  
Student Response Systems ◽  
Japanese Students ◽  
Language Classroom ◽  
Response Systems

Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.

scholarly journals SUPPORT PENDDIDIKAN PERAWAT DENGAN TEKNOLOGI CLICKERS PUJI ASTUTI

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Puji Astuti
Keyword(s):  
Nursing Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Student Learning Outcomes ◽  
Teacher Assessment ◽  
Educational Process ◽  
Student Response ◽  
Response Systems ◽  
Advanced System

The educational process in nursing recently shows a rapid development, a variety of learning methods are applied to achieve the learning objectives, and even the use of computer has become a student need. Nursing education now is widely supported by technologies, one of them is Clickers. Clickers is Student Response Systems. The purpose of this article is studying and discussing the literature about Clickers technology and its application analysis in support of education The result is a lot of research trying to apply the clickers in the classlearning and produce results that Clickers help in understanding the content and bring greater student involvement during lectures, student feel satisfied and the learning outcomes are increased. Clickers is supporting the teaching and learning activities in which these activities need to be developed to have an advanced system. Clickers facilitate the process of teaching, and teacher assessment and report student learning outcomes.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

scholarly journals Mobile phone voting for participation and engagement in a large compulsory law course

2014 ◽  
Vol 22 ◽  
Author(s):  
Chad Habel ◽  
Matthew Stubbs
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Mobile Phone ◽  
Online Survey ◽  
Student Response ◽  
Learning Technology ◽  
Student Response Systems ◽  
Action Research Project ◽  
Complex Interactions ◽  
Response Systems

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous study. The technology used was VotApedia, a form of mobile phone voting, and it was implemented in tandem with constructivist pedagogies such as explicit pre-reading and a prior context of interactive lecturing. Data were collected through observation, via mobile phone voting in class and by an online survey designed to specifically explore the relationship between attendance at VotApedia lectures and factors such as self-reported engagement, attendance and preparation. The findings indicated that student response systems (SRSs) are just as applicable to more Humanities-style disciplines which require divergent questioning, and supported complex interactions between engagement, attendance and preparation. Preliminary findings indicated that, although more work needs to be done, especially on the types of students who prefer to use these systems, there is a clear potential to increase student engagement in large law lectures through the use of SRSs.Keywords: student response systems; pedagogy; VotApedia; constructivism; action research(Published: 08 April 2014)Citation: Research in Learning Technology 2014, 22: 19537 - http://dx.doi.org/10.3402/rlt.v22.19537

Manchester in Partnership

2017 ◽  
Vol 3 (1) ◽  
pp. 204
Author(s):  
Julia Smith ◽  
William Carey ◽  
Paul Chapman
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Change Agents ◽  
Learning Support ◽  
Online Student ◽  
Collaborative Working ◽  
The University ◽  
University Of Manchester ◽  
Student Discussion

In 2016, the University of Manchester (UoM) and the University of Manchester Students’ Union (UMSU) embarked on a more strategic, collaborative working approach to engage students in a broader range of enrichment opportunities. Having worked closely together for a number of years on prescribed activities, such as student induction and co-leading support for Resident Associations, student committees, a more meaningful partnership was perceived to increase transformational impact through engaging students in modes of activity championed recently under the banner of students as partners, researchers and change agents. With the Teaching and Learning Support Office (TLSO), a REACT project was designed to narrow the gap between staff and students through a more collaborative relationship. To that end, our project ‘Manchester in Partnership’ worked on two themes, the first looking at engaging students as researchers to identify engagement patterns with the MyManchester online student portal and the second focusing on creating a series of staff and student discussion seminars about the learning experience. This project has ignited further work engaging students as researchers, student review teams as well as further work around institutional dialogue, the student charter and student representation models. This case study will outline the journey from an isolated REACT project to a broader range of activities highlighting underpinning rationale, implementation, intended impact and benefits already realised.

Building Student Engagement Through Collaborative Practice in Business Management Education

2021 ◽  
pp. 1091-1104
Author(s):  
Jehangir Pheroze Bharucha
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Management Education ◽  
Learning Experience ◽  
College Teaching ◽  
Theoretical Method ◽  
Collaborative Practice ◽  
Collaborative Approach ◽  
Current Article

The current article contributes to student engagement literature in higher education in line with the paradigm shift taking place in college teaching in India. The aim of this article supports that the collaborative approach does lead to active student engagement. The findings reflect the success of this Mumbai college in ensuring that each student participates in an active learning experience. This had clearly produced a level of engagement that other forms of learning cannot. As this study shows, in the Indian context, the collaborative approach turns out to a great answer to the present theoretical method of teaching and learning.

scholarly journals Transfer from Community College to University: Perspectives and Experiences of British Columbia Students

2001 ◽  
Vol 31 (1) ◽  
pp. 35-74
Author(s):  
Lesley Andres
Keyword(s):  
Community College ◽  
British Columbia ◽  
Postsecondary Education ◽  
Transfer Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Columbia University ◽  
Advantages And Disadvantages ◽  
Completion Problems ◽  
Successful Transfer

Through formal inter-institutional arrangements, articulated systems of postsecondary education claim to promote equality of opportunity by allowing for a seamless flow of students toward their educational and occupational goals. However, despite system wide articulation of course offerings, numerous studies indicate that the transfer experience is not unproblematic. This paper reports the findings of a qualitative study of the experiences of British Columbia university students who had transferred from community college. The central focus of this study was to portray students' experiences of the transfer process; document difficulties and successes encountered before, during, and after transfer; high- light advantages and disadvantages of transfer; and offer recommendations for improving the transfer process. In 1997, 47 indi- viduals who had transferred from one Lower Mainland Community College to one Lower Mainland University in 1996 were interviewed. The findings revealed that although the majority of students in this study support transfer as a viable and even preferable route to university degree completion, problems occur at each of the three stages of transfer as specified by Dougherty (1987). Obstacles to successful transfer by students include: difficulty gaining access to useful information; problems understanding transfer policies, practices, and procedures; and declines in GPA following transfer to university. Several recommendations for improving existing transfer policies and practices — including improving access to useful information by students; facilitating transfer through extensive coordination of transfer policies, practices, and procedures; and addressing differences in the teaching and learning experience at sending and receiving institutions — are offered to enhance successful transfer from community college to university.

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