Engaging and Assessing Students through their Electronic Devices and Real Time Quizzes

E. Ferrándiz, C. Puentes, P. J. Moreno, E. Flores

Abstract

This paper describes a teaching experience using Socrative, a third party electronic tool, for real-time questioning in lectures of Econometrics.  Econometrics is a theoretical-practical subject, but traditionally a large proportion of our students tend to focus on the practical and discard the theory, often skipping classes on theory and avoiding studying its content, probably motivated by its complexity. As a consequence, students’ marks obtained in the theoretical part of the exam are usually low. In this context, we put forward a change in our teaching methodology to include the use of Socrative, a freely available app, that allows students to answer teachers’ short, true/false, or multiple choice questions posed during each class using their smartphones (or other electronic devices with Internet connection). The objectives of this project are twofold: 1) to engage students and increase attendance at lectures; 2) to improve feedback on the learning process. The results of a survey of a sample of 186 students reveal that Socrative has been an effective tool for achieving these objectives.


Keywords

Students response system; clicker; quizzes; active learning; student engagement; Socrative; gamification

Full Text:

PDF

References

Aljaloud, A., Gromik, N., Billingsley, W. & Kwan, P. (2015) Research trends in student response systems: a literature review. International Journal of Learning Technology, 10 (4), 313–325. http://dx.doi.org/10.1504/IJLT.2015.074073

Beatty, I. (2004). Transforming student learning with classroom communication systems. EDUCAUSE Research. Retrieved June 2016 from: http://cds.cern.ch/record/877215/files/0508129.pdf

INTECO, Instituto Nacional de Technologías de la Comunicación (2011). Estudio sobre hábitos seguros en el uso de smartphones por niños y adultos españoles. Retrieved May 2016 from: http://www.inteco.es/file/BbzXMkVkX8VG7-0ggHlozQ

Kay, R. H., & LeSage, A. (2009a). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827. http://dx.doi.org/10.1016/j.compedu.2009.05.001

Kay, R. H., & LeSage, A. (2009b). A strategic assessment of audience response systems used in higher education. Australasian Journal of Educational Technology, 25(2), 235-249. http://dx.doi.org/10.14742/ajet.1152

Pew Research Center, Smith, A. (2016). Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economies. Retrieved May 2016 from: http://www.pewglobal.org/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/

Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American journal of distance education, 17(2), 77-98. http://dx.doi.org/10.1207/S15389286AJDE1702_2

Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students. Research in Learning Technology, 20:16150 http://dx.doi.org/10.3402/rlt.v20i0.16150

Yusof, S., Goolamally, N., Latif, L.A. & Fadzil, M. (2012). 12th International Conference on information, Kuala Lumpur (MALAYSIA).

Abstract Views

384
Metrics Loading ...

Metrics powered by PLOS ALM




Creative Commons License


This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593