Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

2015 ◽  
pp. 2141-2158
Author(s):  
Svetlana Titova ◽  
Tord Talmo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Student Response ◽  
Target Language ◽  
Student Response System ◽  
Immediate Feedback ◽  
Student Groups ◽  
Learning And Teaching ◽  
Foreign Language Learners

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

2014 ◽  
Vol 6 (3) ◽  
pp. 18-34 ◽  
Author(s):  
Svetlana Titova ◽  
Tord Talmo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Student Response ◽  
Target Language ◽  
Student Response System ◽  
Immediate Feedback ◽  
Student Groups ◽  
Learning And Teaching ◽  
Foreign Language Learners

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

A Game-Based Student Response System

2022 ◽  
pp. 903-915
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

A Game-Based Student Response System

2020 ◽  
pp. 154-166
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

scholarly journals Using Mentimeter to enhance learning and teaching in a large class

2020 ◽  
Author(s):  
Ma Mohin ◽  
Leonine Kunzwa ◽  
Sagar Patel
Keyword(s):  
Formative Assessment ◽  
Large Class ◽  
Classroom Environment ◽  
Positive Impact ◽  
Good Practice ◽  
Student Response ◽  
Assessment Model ◽  
Student Response System ◽  
Learning And Teaching ◽  
Response System

Mentimeter is a web-based Clicker, Audience Response System (ARS) or Student Response System (SRS) which allows students to answer digital questions using a mobile device. It has the potential to transform the classroom environment into a more interactive, engaging and inclusive one. In this paper, a brief literature review has been provided which addresses the benefits of using ARS including Mentimeter in a large class. Also, the mechanics behind how the workings of the Mentimeter, its features and applications have been evaluated, in order, to offer the instructors with the insights about using Mentimeter for their own practice. Finally, a case study has been explained where Mentimeter was used for the formative assessment. In the present study, a Mentimeter formative assessment model has been developed which can be implemented as a good practice in Higher Education (HE). A survey on perception of students about using Mentimeter has been assessed; from the results, it is evident that using Mentimeter has a positive impact on students’ attitude and performance, learning environment and technical aspects. These results will be further discussed by linking pedagogical theories and its benefits.

scholarly journals Apology Strategies Used by EFL Undergraduate Students in Indonesia

2017 ◽  
Vol 6 (6) ◽  
pp. 214
Author(s):  
Payung Cedar
Keyword(s):  
Undergraduate Students ◽  
Speech Acts ◽  
English Proficiency ◽  
Target Language ◽  
First Year ◽  
Pragmatic Transfer ◽  
Foreign Language Learners ◽  
Proficiency Level ◽  
Frequent Use ◽  
Significant Difference

Interlanguage speakers, regardless of proficiency level, often experience problems in communication due to their limited knowledge of how speech acts are commonly performed in the target language. The current study attempted to investigate the effects of English proficiency level on the apology strategy use by Indonesian EFL (English as a Foreign Language) learners from two English proficiency levels. The study employed a DCT (Discourse Completion Task) questionnaire and involved 21 A2 students and 21 B1 students majoring in English in their first-year period from an Indonesian university. Utilizing the apology strategy framework from Olshtain & Cohen (1983) and Blum-Kulka, House & Kasper (1989), the findings demonstrated no significant difference between the two subject groups in the overall use of apology strategies, whereas differences were noted at an individual strategy level. Nonetheless, the B1 group made more frequent use and a wider range of apology strategies than the A2 group. In addition, the study found two forms of pragmatic transfer made by the subjects and a new apology strategy. 

scholarly journals ACADEMIC WRITING CHALLENGES OF FOREIGN LANGUAGE LEARNERS IN PAKISTAN

2021 ◽  
Vol 8 (2) ◽  
pp. 97-103
Author(s):  
Dr. Syeda Naureen Mumtaz
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Process Approach ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Skill ◽  
Problematic Area ◽  
Product Approach

This descriptive qualitative research sought to explore as what would be the best writing approach adopted to teach academic writing skill to the undergraduate university students to identify and minimize the identified problems. The aim of the study was to strengthen the academic writing skill of university students. For this purpose, thirty undergraduate students were selected and involved in focus group discussions to highlight the problematic area in the field of academic writing. Thematic analysis helped to understand the problems faced by the students and suggestions were made on the basis of the study’s findings. The study revealed the students’ inability to use appropriate vocabulary. These students lacked the skill to express themselves in their own words, and often their written work would look patchy. English being the foreign language to the students hampered their ability to think in the target language. The present study contributed to understand the problems and suggested process approach of writing to be adopted by the faculty to overcome the academic writing related problems. Key Words: Process Approach, Product Approach, Genre Approach, Academic Writing                

scholarly journals IEngage: Using Technology to Enhance Students’ Engagement in a Large Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 11 ◽  
Author(s):  
Sukanlaya Sawang ◽  
Peter O'Connor ◽  
Muhammad Ali
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Classroom Technology ◽  
Student Response ◽  
Student Response System ◽  
First Year ◽  
Actual Use ◽  
Intent To Use ◽  
Classroom Technology Integration ◽  
The Relationship

<p class="JLDAbstract">This paper aims to answer how we can increase students’ engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom.  We tested a model of classroom technology integration enhancing the students’ engagement among first year undergraduate students (n=131).  This study provides evidence of significant effect of positive attitude and social pressure on the intent to use KeyPads. In turn, the intent to use KeyPads leads to the actual use of KeyPads which is directly associated with the level of student engagement. In addition, we find evidence for the relationship between extraversion and level of engagement such that compared to extrovert students, introvert students felt more engaged.</p>

Using an Application of Mobile and Wireless Technology in Arabic Learning System

2012 ◽  
pp. 171-186 ◽  
Author(s):  
Ahlam Sawsaa ◽  
Joan Lu ◽  
Zhaozong Meng
Keyword(s):  
Arab World ◽  
Arabic Language ◽  
Student Response ◽  
Student Response System ◽  
Mobile Service ◽  
Immediate Feedback ◽  
Response System ◽  
Huge Impact ◽  
Language Needs ◽  
Level Of Knowledge

Mobile and Wireless technologies has been used in various areas, and it begins to have a huge impact on how education takes place in several disciplines. This technology has been improved considerably, making mobile devices extraordinarily suitable and reasonable in M-Learning a reality. Wireless Response System (WRS) is a developed generation of Student Response System (SRS). It uses devices that enable students and trainers to provide definite responses to many questions during the lesson with an immediate feedback to the students about their level of knowledge and understanding. However, teaching in Arabic language needs some specific features which have been included in the existing WRS and the steps of implementing them are considered in this paper. The developed version of WRS seeks to increase the users’ interactions and engagement through adding a new function to WRS which is Arabic language. Nevertheless, some universities and institutes in Arab world signed strategic corporations with mobile service providers to start this type of services for their education branches. This paper contains an analysis of ICT penetration and the level of m-learning environments in Arabic countries.

scholarly journals Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

2020 ◽  
Vol 12 (12) ◽  
pp. 4822 ◽  
Author(s):  
José-María Campillo-Ferrer ◽  
Pedro Miralles-Martínez ◽  
Raquel Sánchez-Ibáñez
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Learning Experience ◽  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Quasi Experimental ◽  
Key Competencies

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

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