The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Increasing interactivity in lectures using an electronic voting system
Abstract
An overview of the experience of the opening two years of an institution‐wide project in introducing electronic voting equipment for lectures is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching – designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.
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Cites
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Cited by
Examining the benefits and challenges of using audience response systems: A review of the literature
Kay, R. H., & LeSage, A. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.05.001 · Cited by 705
The use of computer technology in university teaching and learning: a critical perspective
Selwyn, N. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00204.x · Cited by 598
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.10.019 · Cited by 568
Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Slavich, G. M., & Zimbardo, P. G. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9199-6 · Cited by 552
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes
Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.04.002 · Cited by 454
Metadata
- Authors
- Draper, S. W., & Brown, M. I.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2004-04
- Volume
- 20
- Issue
- 2
- Pages
- 81-94
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2124760745
- Cited by
- 548
- References
- 18
- FWCI
- 108.16
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
