Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice

Alice Richardson, Peter Dunn, Christine McDonald, Florin Oprescu, Helen Fairweather

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

Student engagement at first-year level is critical for student achievement, retention and success. Research indicates that the use of Classroom Response Systems (CRS) is associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback. Traditional CRS rely on special and often costly hardware (clickers). Often, special software and IT support is required as well, thus increasing the costs of implementation and use. In this study we explored, from an instructor perspective, the use of a low-cost CRS (VotApedia), which 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 the instructor. The project was implemented at three Australian universities in first year undergraduate statistics classes. Using an action research methodology, instructors involved in the study collected qualitative data related to setup of the system, in-class delivery and instructor perceptions of student engagement. This paper presents the results of the study including the advantages/disadvantages of using VotApedia, practicalities for consideration by potential adopters and recommendations for the future from an instructor perspective
Original languageEnglish
Title of host publicationTe Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011
EditorsJohn Hannah, Mike Thomas
Place of PublicationChristchurch, New Zealand
PublisherInternational Delta Steering Committe
Pages69-77
Number of pages9
Publication statusPublished - 2011
Event8th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics - Rotorua, New Zealand
Duration: 27 Nov 20112 Dec 2011

Conference

Conference8th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics
CountryNew Zealand
CityRotorua
Period27/11/112/12/11

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teaching practice
instructor
statistics
classroom
student
first-year student
costs
action research
hardware
voter
university
methodology

Cite this

Richardson, A., Dunn, P., McDonald, C., Oprescu, F., & Fairweather, H. (2011). Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice. In J. Hannah, & M. Thomas (Eds.), Te Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011 (pp. 69-77). Christchurch, New Zealand: International Delta Steering Committe.
Richardson, Alice ; Dunn, Peter ; McDonald, Christine ; Oprescu, Florin ; Fairweather, Helen. / Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice. Te Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011 . editor / John Hannah ; Mike Thomas. Christchurch, New Zealand : International Delta Steering Committe, 2011. pp. 69-77
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abstract = "Student engagement at first-year level is critical for student achievement, retention and success. Research indicates that the use of Classroom Response Systems (CRS) is associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback. Traditional CRS rely on special and often costly hardware (clickers). Often, special software and IT support is required as well, thus increasing the costs of implementation and use. In this study we explored, from an instructor perspective, the use of a low-cost CRS (VotApedia), which 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 the instructor. The project was implemented at three Australian universities in first year undergraduate statistics classes. Using an action research methodology, instructors involved in the study collected qualitative data related to setup of the system, in-class delivery and instructor perceptions of student engagement. This paper presents the results of the study including the advantages/disadvantages of using VotApedia, practicalities for consideration by potential adopters and recommendations for the future from an instructor perspective",
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Richardson, A, Dunn, P, McDonald, C, Oprescu, F & Fairweather, H 2011, Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice. in J Hannah & M Thomas (eds), Te Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011 . International Delta Steering Committe, Christchurch, New Zealand, pp. 69-77, 8th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, Rotorua, New Zealand, 27/11/11.

Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice. / Richardson, Alice; Dunn, Peter; McDonald, Christine; Oprescu, Florin; Fairweather, Helen.

Te Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011 . ed. / John Hannah; Mike Thomas. Christchurch, New Zealand : International Delta Steering Committe, 2011. p. 69-77.

Research output: A Conference proceeding or a Chapter in BookConference contribution

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AB - Student engagement at first-year level is critical for student achievement, retention and success. Research indicates that the use of Classroom Response Systems (CRS) is associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback. Traditional CRS rely on special and often costly hardware (clickers). Often, special software and IT support is required as well, thus increasing the costs of implementation and use. In this study we explored, from an instructor perspective, the use of a low-cost CRS (VotApedia), which 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 the instructor. The project was implemented at three Australian universities in first year undergraduate statistics classes. Using an action research methodology, instructors involved in the study collected qualitative data related to setup of the system, in-class delivery and instructor perceptions of student engagement. This paper presents the results of the study including the advantages/disadvantages of using VotApedia, practicalities for consideration by potential adopters and recommendations for the future from an instructor perspective

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Richardson A, Dunn P, McDonald C, Oprescu F, Fairweather H. Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice. In Hannah J, Thomas M, editors, Te Ara Mokoroa: The Long Abiding Path of Knowledge : Proceedings of Volcanic Delta 2011 . Christchurch, New Zealand: International Delta Steering Committe. 2011. p. 69-77