Classtalk: A classroom communication system for active learning

Dufresne, Robert J.; Gerace, William J.; Leonard, William J.; Mestre, José P.; Wenk, Laura

doi:10.1007/bf02948592

Cited by 349 publications

(275 citation statements)

References 24 publications

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“…A second explanation for this finding can be extrapolated from the work of Dufresene, Gerace & Leonard (1996). They suggest that co-construction of knowledge is essential to enhancing perceptions of value within the educational experience.…”

Section: Discussionmentioning

confidence: 99%

“…This approach recognises that the modern student has been brought up with technology and are adept at utilising technology to access and assess information (Kennedy, Judd, Chruchward, Gray & Krause, 2008). It also recognises that students wish to be actively engaged in learning activities and that student learn more effectively when they are constructing their own knowledge with other parties (Dufresne, Gerace & Leonard, 1996).…”

Section: The Moderating Role Of Interactive Technologymentioning

confidence: 99%

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Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

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Section: Discussionmentioning

confidence: 99%

Section: The Moderating Role Of Interactive Technologymentioning

confidence: 99%

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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“…For several decades, researchers have explored the benefits of using electronic voting systems, also referred to as a student response system (SRS) in lectures (Dufrense et al 1996;Crouch and Mazur 2001). A common way of using such a system is to present students with a multiple-choice quiz, which they will discuss in small groups before voting with a small handheld device.…”

Section: Introductionmentioning

confidence: 99%

How the initial thinking period affects student argumentation during peer instruction: students’ experiences versus observations

Nielsen

Hansen

Stav

2014

Studies in Higher Education

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The authors have compared students discussing multiple-choice quizzes during peer instruction with and without the initial thinking period before discussion. Video clips of students engaged in peer discussion in groups of three of varying group combinations, a total of 140 different students in all, were compared to students' own experiences extracted from group interviews (16 students in groups of four and a total of seven interviews) and survey results (109 responses). The initial thinking period was found to increase argumentation time during discussion, consistent with students' own experiences. However, while students felt that the initial thinking period increased participation and contribution of ideas among all group members, the authors only found significantly improved discussion for two out of three group members, those already most active. The research did not find any statistically significant difference for the least active students with or without the inclusion of the initial thinking period.

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“…The answers of all students are then aggregated and discussed in the class. One of the first applications in that direction is Classtalk (Dufresne et al, 1996).…”

Section: Classroom Technologiesmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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Classtalk: A classroom communication system for active learning

Cited by 349 publications

References 24 publications

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

How the initial thinking period affects student argumentation during peer instruction: students’ experiences versus observations

The Role of Personal and Shared Displays in Scripted Collaborative Learning

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