Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses
Date
2012
Authors
Dunn, P.K.
McDonald, C.
Oprescu, F.
Richardson, Alice
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Abstract
Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and instructors. Traditional CRS rely on special and often costly hardware (clickers), and often special software, requiring IT support. As a result, the costs of implementation and use may be substantial. This study explores the use of a low-cost CRS (VotApedia) from an instructor perspective. The use of VotApedia enabled first-year students to become anonymously engaged in a large-class environment by using their mobile phones to vote on multiple-choice questions posed by instructors during lectures. VotApedia was used at three Australian universities in first-year undergraduate statistics classes. The instructors in the study collected qualitative and quantitative data specifically related to interacting with the VotApedia interface, the in-class delivery, and instructor perceptions of student engagement. This article presents the instructors' perceptions of the advantages and challenges of using VotApedia, the practicalities for consideration by potential adopters and recommendations for the future. � 2012 Copyright Taylor and Francis Group, LLC.
Description
Keywords
classroom response systems, clickers, CRS, statistics, teaching, undergraduate, VotApedia
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Type
Journal article
Book Title
International Journal of Mathematical Education in Science and Technology
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Access Statement
Open Access