Audience Response Systems as an instrument of quality assurance in academic teaching
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Transcript of Audience Response Systems as an instrument of quality assurance in academic teaching
AudienceResponseSystemsasaninstrumentofqualityassuranceinacademicteaching
OrtrunGröblingerMichaelKopp
07/03/2016
• AudienceResponseSystems?• Innovativeteachingtechnology?• QualityAssuranceTool?• Masslectureascasestudy• Conclusions
Whatthisisallabout
• Interactionduringmasslecturesisverylimited• Studentsdohardlyaskquestions• Opportunitytogivefeedbackwiththehelpofmultiplechoicequestions• UsingWiFi technology• “BringYourOwnDevice“approach
AudienceResponseSystems
• Shiftfromabehavioristconcepttoaconstructivistapproach• ARSfosterstudent´sparticipationandattracttheirattention• ARSsupporttheunderstandingoftheprovidedcontent• ARSassistlecturersinassessingstudentcomprehension• Misconceptionscanbeidentifiedandinstructionstrategiescanbealtered• Giving,receivingandanalyzingfeedbackisaveryimportantpartofqualityassurance
Innovativeteachingtechnology
• Preparingadequatequestionsisalotofwork• Therightamountofquestionshastobeplannedcarefully• ARS-votings maybestressfulforstudents• Studentsmaybeconcernedthattheirresponsesarebeingmonitoredandsavedtothesystem• Technicalinfrastructure(e.g.WiFi)maynotworkproperlyandstudentsmayrefusetousetheirowndevices
ChallengesinusingARS
Casestudy
• ARSwasusedinthelecture“FundamentalsofManagement”,heldinwinter-term2015attheUniversityofInnsbruck• 550enrolledstudents,392loggedintheARS• 3lecturers,2oftheminvolvedintheuseofARS• 4questionsdisplayedinthefirstlecture• Displayedquestionswerepartofthequestionsofthefinalexam• ARSnovawasusedasARS• 82studentsfilledinthequestionnaire
Generalsettings
Didacticdimension
• 65%feltadequatelyinformedaboutthesystembeforethefirstuse(n=82)• 82%copedwellwiththefirstuseofthesystem(n=82)• 58%wouldhavepreferredmorequestions(n=80)• 67%assessedtheavailableresponsetimeasadequate(n=80)
Didactic dimension
Technicaldimension
Students´ perspective
• Students´ responseabouttheuseofARSnova isgenerallypositive• Studentslikedtoparticipateinthelectureinamoreactiveway• Studentscouldverifytheirknowledgeregardingtothelecture´ssubject• Immediatefeedbackfromlecturersafteransweringthequestionswashighlyappreciated• Studentsgotanimpressionwhatthefinalexamwilllooklike
Students´ perspective
• Qualitativeinterviewswithresponsiblelecturers• LecturersfoundARSnova easytouse,ittookthem2hourstogetusedtothesystem• Lecturersappreciatedtechnicalsupportinthelecturehall• Quantitativefeedbackispreferredoverqualitativefeedback• LecturerssharetheimpressionofstudentsthatARSnova fosteredtheunderstandingofthelecture´scontent• UsingARSnova isseenasabigdidacticchallenge• BothlecturerswoulduseARSnova again
Lecturers´ perspective
• StudentsandlecturerscopewellwiththeuseofARS• ARSareverysuitabletogiveandreceivefeedback• ARSfostertheengagementofstudentsandlecturers• Concerningdidactics,ARScreateanadditionalbenefit• AsanefficientfeedbacktoolARSareavaluableinstrumentofqualityassurance
Conclusions
DIOrtrunGröblingerUniversityof Innsbruck
Dr.MichaelKoppUniversityof Graz
[email protected]:@koanmi
Presentation onSlideshare:http://goo.gl/JuhYUF
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