Active learning during lecture using tablets

Kurtz, Barry L.; Fenwick, James B.; Tashakkori, Rahman; Esmail, Ahmad; Tate, Stephen R.

doi:10.1145/2538862.2538907

Cited by 38 publications

(2 citation statements)

References 7 publications

(3 reference statements)

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“…Kurtz et al describe an active learning approach using microlabs [20]. Students perform short activities during a lecture, either individually or in groups, and submit their answers to an automated grading system.…”

Section: Related Workdmentioning

confidence: 99%

Interactive Learning

Krusche

Seitz

Börstler

et al. 2017

Proceedings of the Nineteenth Australasian Computing Education Conference

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In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practicing and applying it, which may decrease knowledge retention.To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more e cient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50 % of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching e↵ort for instructors and teaching assistants does not increase.

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Section: Related Workdmentioning

confidence: 99%

Interactive Learning

Krusche

Seitz

Börstler

et al. 2017

Proceedings of the Nineteenth Australasian Computing Education Conference

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“…Inclusion of tablets in coursework can also reduce student attrition and failure from courses while improving attendance (Koile & Singer, 2006;Benlloch-Dualde et al, 2010). Tablet usage can also boost student performances in downstream assessment quizzes (Enriquez, 2010), conceptual problem-solving tasks (Kurtz et al, 2014) and literacy (Neumann, 2014). Wireless tablets also promote active learning in peer-assisted study exercises that require online student collaboration, with demonstrated improvement in student self-confidence (Alvarez et al, 2011), engagement (Fagen & Kamin, 2013) and time efficiency (Devey et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Student Interaction with a Computer Tablet Exam Application Replicating the Traditional Paper Exam

et al. 2015

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The purpose of this study was to develop a computer tablet-based examination application (TabExam) and to explore its potential to replace the traditional paper-based exams. It was completed in digital handwriting with a stylus pen and submitted online for marking and feedback. Comparisons of student exam scores on both the TabExam and a parallel traditional paperbased exam indicated no difference, suggesting that the change in exam mode did not affect academic performance. While students reported that the TabExam had some advantages over paper exams, they had a neutral view on using it as a complete replacement for paper-based exams. More than half of the students accessed the online feedback provided after the TabExam while none of the students requested feedback on their paper exams. In addition to the quantitative data, this paper also provides a students' perspective into aspects that they perceive as positive or negative, or need improvement, with regards to the use of tablets for examinations.

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The Cambridge Handbook of Computing Education Research

2019

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Active learning during lecture using tablets

Cited by 38 publications

References 7 publications

Interactive Learning

Interactive Learning

Student Interaction with a Computer Tablet Exam Application Replicating the Traditional Paper Exam

The Cambridge Handbook of Computing Education Research

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