Teaching in the 21st century – Engaging students in active learning using student response systems

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dc.contributor.author Lucey, Siobhán
dc.contributor.author McElroy, Brendan
dc.contributor.author McInally, Lauren
dc.contributor.editor Supple, Briony en
dc.contributor.editor Delahunty, Tom en
dc.date.accessioned 2020-11-05T09:47:07Z
dc.date.available 2020-11-05T09:47:07Z
dc.date.issued 2019
dc.identifier.citation Lucey, S., McElroy, B. and McInally, L. (2019) 'Teaching in the 21st century – Engaging students in active learning using student response systems', Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 20-24. doi: 10.33178/LC.2019.05 en
dc.identifier.startpage 20
dc.identifier.endpage 24
dc.identifier.uri http://hdl.handle.net/10468/10730
dc.identifier.doi 10.33178/LC.2019.05
dc.description.abstract The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Student response systems en
dc.subject SRS en
dc.subject Self-assessment en
dc.title Teaching in the 21st century – Engaging students in active learning using student response systems en
dc.type Conference item en
dc.internal.authorcontactother Siobhán Lucey, University College Cork en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en
dc.internal.IRISemailaddress s.lucey@ucc.ie en


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© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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