An investigation into in-lecture digital tools for engagement: a feasibility study

Michael Detyna, Eleanor J. Dommett

Abstract


Evidence suggests that lectures are of most value in Higher Education when they are interactive and support active learning. Using novel approaches within lectures can help go beyond the traditional university experience. Educational technologies offer several options for supporting this including: audience response systems, backchannel communication, mirroring and use of video. However, given the range available and the cost of implementation, it is important to ensure that the right technologies are adopted. The aims of this study were to i) investigate the feasibility of small group sessions to evaluate the use of specific technologies for lectures and ii) to better understand the potential uses of different technologies for lectures. Staff and students participated in a novel approach with hands-on interactive demonstration sessions before taking part in a focus group to give their views on a variety of technologies.  

The current study found that these small-scale interactive demonstrations were an effective way to evaluate technologies and that most of the technologies presented could be used to either i) enhance current lecture practice or ii) support new practice, provided they do not overwhelm or distract students. However, they must also be simple for staff and students to use. 


Keywords


Learning technology; lectures; pedagogy; audience response systems; backchannel communication; mirroring; video

Full Text:

PDF

References


Bain, K. (2011) What the best college teachers do. Cambridge, Mass: Harvard University Press. ISBN. 9780674013254

Betts, T. and Garnham, W. (2018) ‘The Padlet Project: Transforming student engagement in Foundation Year seminars.’ Compass: Journal of Learning and Teaching, 11(2). Available at: https://journals.gre.ac.uk/index.php/compass/article/view/714 (Accessed: 4 May 2020).

Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology.’ Qualitative research in psychology, 3(2), 77-101. Available at: https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa (Accessed: 6 May 2020).

Clarke, V. and Braun, V. (2013) Successful Qualitative Research: A Practical Guide for Beginners. London: SAGE. ISBN. 9781847875815

Chin, C.K., Munip, H., Miyadera, R., Thoe, N.K., Ch’ng, Y.S. and Promsing, N. (2019) ‘Promoting Education for Sustainable Development in Teacher Education integrating Blended Learning and Digital Tools: An Evaluation with Exemplary Cases.’ Eurasia Journal of Mathematics, Science and Technology Education, 15(1), em1653. Available at: https://doi.org/10.29333/ejmste/99513 (Accessed: 1 May 2020).

Compton, M. and Allen, J. (2018) ‘Student Response Systems: a rationale for their use and a comparison of some cloud-based tools.’ Compass: Journal of Learning and Teaching, (11)1, 2018. Available at: https://journals.gre.ac.uk/index.php/compass/article/view/696 (Accessed: 2 November 2020).

Covill, A.E. (2011) ‘College students’ perceptions of the traditional lecture method.’ College Student Journal, 45(1), 92-102. Available at: https://eric.ed.gov/?id=EJ996351 (Accessed: 8 July 2020).

Crouch, C.H and Mazur, E. (2001) ‘Peer instruction: Ten years of experience and results.’ American Journal of Physics, 69(9), 970-977. Available at: https://doi.org/10.1119/1.1374249 (Accessed: 8 July 2020).

Detyna, M. and Kadiri, M. (2019) ‘Virtual reality in the HE classroom: feasibility and the potential to embed in the curriculum.’ Journal of Geography in Higher Education, (44)3, 474. Available at: https://doi.org/10.1080/03098265.2019.1700486 (Accessed: 12 January 2020).

DiPiro, J.T. (2009) ‘Why do we still lecture?’ American Journal of Pharmaceutical Education, 73(8), 137. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2828296/ (Accessed: 4 February 2020).

Dunbar, L. (2017) ‘Using Padlet to increase student interaction with music concepts.’ General Music Today, 30(3), 26-29. Available at: https://doi.org/10.1177/1048371316687076 (Accessed: 6 March 2020).

Eick, C.J. and King Jr, D.T. (2012) ‘Nonscience majors’ perceptions on the use of YouTube video to support learning in an integrated science lecture.’ Journal

of College Science Teaching, 42(1), 26. Available at: https://eric.ed.gov/?id=EJ988876 (Accessed: 5 March 2020).

Feldon, D.F. (2010) ‘Why magic bullets don’t work.’ Change: The Magazine of Higher Learning, 42(2), 15-21. Available at: https://doi.org/10.1080/00091380903563043 (Accessed: 7 July 2020).

Fiester, H. and Green, T. (2016) ‘Student use of backchannels.’ TechTrends, 60(4), 404-408. Available at: https://link.springer.com/article/10.1007/s11528-016-0069-9 (Accessed: 9 March 2020).

Fitzgerald, R. and Henderson-Martin, H. (2015) ‘Transforming the first year experience (HE) with digital literacy via techno-social engagement and evaluation.’ In: Jefferies, A. and Cubric, M. (eds.) Proceedings of the 14th European Conference on e-Learning, ECEL 2015, University of Hertfordshire, Hatfield, UK, 29-30 October 2015. Reading, UK: Academic Conferences and Publishing International Limited. 2048-8645, 200-206. ISBN. 9781910810705

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P. (2014) ‘Active learning increases student performance in science, engineering and mathematics.’ Proceedings of the National Academy of Sciences, 111(23), 8410-8415. Available at: https://doi.org/10.1073/pnas.1319030111 (Accessed: 1 December 2019).

Fried, C.B. (2008) ‘In-class laptop use and its effects on student learning.’ Computers and Education, 50(3), 906–914. Available at: https://doi.org/10.1016/j.compedu.2006.09.006 (Accessed: 20 January 2020).

Fugard, A.J. and Potts, H.W. (2015) ‘Supporting thinking on sample sizes for thematic analyses: a quantitative tool.’ International Journal of Social Research Methodology, 18(6), 669-684. Available at: https://doi.org/10.1080/13645579.2015.1005453 (Accessed: 12 December 2019).

Gehlen-Baum, V., Weinberger, A., Pohl, A. and Bry, F. (2014) ‘Technology use in lectures to enhance students’ attention’. Paper presented at the European Conference on Technology Enhanced Learning. Available at: https://link.springer.com/chapter/10.1007/978-3-319-11200-8_10 (Accessed: 2 November 2020).

Gill, J., Harrison, B., Wood, T.J., Ramnanan, C.J. and Jalali, A. (2014) ‘Investigating the Use of Social Networking Tools Among Medical Students.’ Education in Medicine Journal, 6(4). Available at: https://www.researchgate.net/publication/279514916 (Accessed: 4 November 2020).

Gross-Loh, C. (2016) ‘Should colleges really eliminate the college lecture?’ The Atlantic. July 14, 2016. Available at: https://www.theatlantic.com/education/archive/2016/07/eliminating-the-lecture/491135/ (Accessed: 5 November 2020).

Hall, R.H., Collier, H.L., Thomas, M.L. and Hilgers, M.G. (2005) ‘A student response system for increasing engagement, motivation and learning in high enrollment lectures.’ AMCIS 2005 Proceedings, 255. Available at: https://www.researchgate.net/publication/220893650 (Accessed: 2 November 2020).

Huijser, H. and Kek, M.Y.C.A. (2016) ‘PBL and technology-supported learning: Exploring the right blend.’ In: Problem-Based Learning: Perspectives, Methods and Challenges, Hauppauge, New York: Nova Science Publishers, Inc., 149-164. ISBN. 9781634851831

Mishra, P. and Koehler, M.J. (2006) ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.’ Teachers College Record, 108(6), 1017-1054. Available at: https://doi.org/10.1111/j.1467-9620.2006.00684.x (Accessed: 11 October 2019).

Kaleta, R. and Joosten, T. (2007) ‘Student response systems.’ A University of Wisconsin System Study. Research Bulletin, 2007(10) Available at: http://www.westfield.ma.edu/cit/wp-content/uploads/Study-of-Clickers.pdf (Accessed: 2 November 2020).

Kappers, W.M. and Cutler, S.L. (2015) ‘Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverwhere in a Large-Lecture Classroom.’ Computers in Education Journal, 6(20), 21. Available at: https://core.ac.uk/download/pdf/217173455.pdf (Accessed: 4 November 2020).

Kelly, P.A., Haidet, P., Schneider, V., Searle, N., Seidel, C.L. and Richards, B.F. (2005) ‘A comparison of in-class learner engagement across lecture, problem-based learning and team learning using the STROBE classroom observation tool.’ Teaching and learning in medicine, 17(2), 112-118. Available at: https://pubmed.ncbi.nlm.nih.gov/15833720/ (Accessed: 4 November 2020).

Koehler, M.J. and Mishra, P. (2009) ‘What is technological pedagogical content knowledge?’ Contemporary Issues in Technology and Teacher Education 9(1), 60-70. Available at: https://doi.org/10.1177/002205741319300303 (Accessed: 3 November 2020).

King, D.B. and Joshi, S. (2006) Quantitative measures of personal response device effectiveness. Philadelphia: Drexel University Libraries. Available at: https://www.researchgate.net/publication/28674625 (Accessed: 7 March 2020).

Kirschner, P.A. and Karpinski, A.C. (2010) ‘Facebook and academic performance.’ Computers in human behavior, 26(6), 1237-1245. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0747563210000646 (Accessed: 9 March 2020).

Licorish, S.A., Owen, H.E., Daniel, B. and George, J. (2018) ‘Students’ perception of Kahoot!’s influence on teaching and learning.’ Research and Practice in Technology Enhanced Learning, 13(9). Available at: https://doi.org/10.1186/s41039-018-0078-8 (Accessed: 7 March 2020).

Lin, Y.-C., Liu, T.-C. and Chu, C.-C. (2011) ‘Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model.’ Australasian Journal of Educational Technology, 27(6) Available at: https://doi.org/10.14742/ajet.924 (Accessed: 4 December 2019).

Lyubartseva, G. (2013) ‘Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class.’ Education, 133(4), 439-443. Available at: https://www.learntechlib.org/p/155372/ (Accessed: 3 November 2020).

Mallin, I. (2017) ‘Lecture and active learning as a dialectical tension.’ Communication Education, 66(2), 242-243. Available at: https://doi.org/10.1080/03634523.2016.1275720 (Accessed: 3 November 2020).

Mann, S. and Robinson, A. (2009) ‘Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students.’ British Educational Research Journal, 35(2), 243-258. Available at: https://doi.org/10.1080/01411920802042911 (Accessed: 2 November 2020).

Mitra, B., Lewin‐Jones, J., Barrett, H. and Williamson, S. (2010) ‘The use of video to enable deep learning.’ Research in Post‐Compulsory Education, 15(4), 405-414. Available at: http://dx.doi.org/10.1080/13596748.2010.526802 (Accessed: 3 October 2020).

Mays, N. and Pope, C. (1995) ‘Rigor and qualitative research.’ British Medical Journal 311(1), 109-12. Available at: https://doi.org/10.1136/bmj.311.6997.109 (Accessed: 4 October 2020).

Pollock, S.J. (2005) ‘No single cause: learning gains, student attitudes and the impacts of multiple effective reforms.’ 790(1), 137. Paper presented at the AIP Conference Proceedings. Available at: https://doi.org/10.1063/1.2084720 (Accessed: 2 November 2020).

Poulis, J., Massen, C., Robens, E. and Gilbert, M. (1998) ‘Physics lecturing with audience paced feedback.’ American Journal of Physics, 66(5), 439-441. Available at: https://doi.org/10.1119/1.18883 (Accessed: 2 November 2020).

Rowe, S. (2004) ‘A case for virtual guest lecturers: the experience of using practitioners in asynchronous discussion forums with an undergraduate auditing class.’ Available at: https://www.researchgate.net/publication/49403595 (Accessed: 8 September 2020).

Saxena, S.K., Kumar, S., Maurya, V.K., Sharma, R., Dandu, H.R. and Bhatt, M. (2020) ‘Current Insight into the Novel Coronavirus Disease 2019 (COVID-19).’ Epidemiology, Pathogenesis, Diagnosis and Therapeutics’, 1-8. Available at: https://doi.org/10.1007/978-981-15-4814-7_1 (Accessed: 4 November 2020).

Salmon, G. (2014) ‘Learning Innovation: A Framework For Transformation.’ European Journal of Open, Distance and e-Learning, 17(2),220. Available at: https://doi.org/10.2478/eurodl-2014-0031 (Accessed: 2 November 2020).

Schmidt, H.G., Wagener, S.L., Smeets, G.A., Keemink, L.M. and van der Molen, H.T. (2015) ‘On the use and misuse of lectures in higher education.’ Health Professions Education, 1(1), 12-18. Available at: https://cyberleninka.org/article/n/623972.pdf (Accessed: 6 November 2020).

Shon, H. and Smith, L. (2011) ‘A review of Poll Everywhere audience response system.’ Journal of Technology in Human Services, 29(3), 236-245. Available at: https://doi.org/10.1080/15228835.2011.616475 (Accessed: 4 November 2020).

Stacy, J. (2009) ‘The guide on the stage: In defense of good lecturing in the history classroom.’ Social Education, 73(6), 275-278. Available at: https://www.socialstudies.org/social-education/73/6/guide-stage-defense-good-lecturing-history-classroom (Accessed: 4 November 2020).

Sun, L., Tang, Y. and Zuo, W. (2020) ‘Coronavirus pushes education online.’ Nature Materials 19(1) 687. Available at: https://doi.org/10.1038/s41563-020-0678-8 (Accessed: 4 November 2020).

Stojšić I., Ivkov-Džigurski A. and Maričić O. (2019) ‘Virtual Reality as a Learning Tool: How and Where to Start with Immersive Teaching.’ In: Daniela, L. (ed.) Didactics of Smart Pedagogy. Cham, Switzerland: Springer. ISBN. 3030015505

Sundt, M (2019) ‘Professors, Ask Hard Questions of Your Online Providers.’ Inside Higher Ed; January 30, 2019. Available at: https://www.insidehighered.com/digital-learning/views/2019/01/30/professors-should-ask-hard-questions-their-corporate-online (Accessed: 5 September 2020).

Titsworth, B.S. (2001) ‘Immediate and delayed effects of interest cues and engagement cues on students’ affective learning.’ Communication Studies, 52(3), 169-179. Available at: https://www.tandfonline.com/doi/abs/10.1080/10510970109388552 (Accessed: 6 November 2020).

Van Dijk, L., Van Der Berg, G. and Van Keulen, H. (2001) ‘Interactive lectures in engineering education.’ European Journal of Engineering Education, 26(1), 15-28. Available at: https://doi.org/10.1080/03043790123124 (Accessed: 6 November 2020).

van Hoek, R., Godsell, J. and Harrison, A. (2011) ‘Embedding “insights from industry” in supply chain programmes: the role of guest lecturers.’ Supply Chain Management: An International Journal, 16(2), 142-147. Available at: https://doi.org/10.1108/13598541111115383 (Accessed: 6 November 2020).

Wang, A.I. (2015) The wear out effect of a game-based student response system. Computers and Education, 82(1), 217-227. Available at: https://doi.org/10.1016/j.compedu.2014.11.004 (Accessed: 2 November 2020).

.




DOI: https://doi.org/10.21100/compass.v14i1.1114

Refbacks

  • There are currently no refbacks.