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Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course

Dunn, P.K.; Oprescu, F.; McDonald, C.; Richardson, Alice

Description

Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study explored whether the use of VotApedia retained the advantages of other CRS, overcame some of the challenges of other CRS, and whether new challenges...[Show more]

dc.contributor.authorDunn, P.K.
dc.contributor.authorOprescu, F.
dc.contributor.authorMcDonald, C.
dc.contributor.authorRichardson, Alice
dc.date.accessioned2017-12-14T06:51:28Z
dc.date.available2017-12-14T06:51:28Z
dc.identifier.issn0020739X
dc.identifier.urihttp://hdl.handle.net/1885/138127
dc.description.abstractUsing a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study explored whether the use of VotApedia retained the advantages of other CRS, overcame some of the challenges of other CRS, and whether new challenges were introduced by using VotApedia. These issues were studied within three themes: students' perceptions of using VotApedia; the impact of VotApedia on their engagement; and the impact of VotApedia on their learning. Data were collected from an online survey, focus groups and student feedback on teaching and course content. The results indicated that using VotApedia retains the pedagogical advantages of other CRS, while overcoming some of the challenges presented by using other CRS, without introducing any new challenges. � 2013 Taylor and Francis Group, LLC.
dc.format.extent14 pages
dc.format.mimetypeapplication/pdf
dc.language.isoen_AU
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.subjectclassroom response systems
dc.subjectclickers
dc.subjectCRS
dc.subjectengagement
dc.subjectstatistics
dc.subjectteaching
dc.titleMobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course
dc.typeJournal article
local.identifier.citationvolume44
dc.date.issued2013
local.type.statusPublished version
local.contributor.affiliationDunn, P.K., University of the Sunshine Coast, Sippy Downs, Australia
local.contributor.affiliationRichardson, A., University of Canberra, ACT, Australia
local.contributor.affiliationOprescu, F., University of the Sunshine Coast, Sippy Downs, Australia
local.contributor.affiliationMcDonald, C., Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, Australia
local.bibliographicCitation.issue8
local.bibliographicCitation.startpage1160
local.bibliographicCitation.lastpage1174
local.identifier.doi10.1080/0020739X.2012.756548
local.identifier.scopusID2-s2.0-84889656410
dcterms.accessRightsOpen Access
CollectionsANU Research Publications

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