Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

Titova, Svetlana; Talmo, Tord

doi:10.4018/ijmbl.2014070102

Cited by 11 publications

(5 citation statements)

References 17 publications

(22 reference statements)

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“…It should also be noted that the course design is adapted to mobile devices. This allows using any modern gadget to handle the course (Titova and Talmo, 2014).…”

Section: Discussionmentioning

confidence: 99%

Blended learning of physics in the context of the professional development of teachers

Krasnova

Shurygin

2020

IJTEL

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This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher's professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

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“…It should also be noted that the course design is adapted to mobile devices. This allows using any modern gadget to handle the course (Titova and Talmo, 2014).…”

Section: Discussionmentioning

confidence: 99%

Blended learning of physics in the context of the professional development of teachers

Krasnova

Shurygin

2020

IJTEL

View full text Add to dashboard Cite

show abstract

“…It should also be noted that the course design is adapted to mobile devices. This allows using any modern gadget to handle the course [41]. A mobile phone has become an integral part of every-day life.…”

Section: Discussionmentioning

confidence: 99%

Blended Learning of Physics in the Context of the Professional Development of Teachers

Krasnova

Shurygin

2019

Int. J. Emerg. Technol. Learn.

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In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

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“…Immediate feedback enhances the performance on the examination and promotes the retention of information learned in a course (Dihoff et al, 2004). Mobile devices can enhance learning and teaching by providing immediate feedback and provide a good diagnosis of learning problems and so they may enhance learner autonomy (Titova & Talmo, 2014). In this study, students who were participated in interviews stated that SRS provided them opportunities for self-assessment, peer-assessment, and for correcting their mistakes.…”

Section: Discussionmentioning

confidence: 85%

“…The pleasant environment may induce positive emotions of students and these positive emotions may be effective on explaining their achievement. Immediate feedback is an important factor for learning (i.e., Dihoff et al, 2004;Golonka et al, 2014;Peters, 2015;Titova & Talmo, 2014;Tomasello & Herron, 1989). Students see what they could or could not learn through self-assessment, and so they can see their shortcomings and learn better (Presby & Zakheim, 2006).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Using Student Response System on Achievement and Achievement Emotions in An English Course

2021

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This study investigates the effect of student response system (SRS) on students' achievement and achievement emotions in an English course. The participants were 9 th grade students (n = 83, 40 female and 43 male) attending a high school in Turkey. Study involved one experiment and two control groups. In the experimental group, SRS was used to ask questions and to provide immediate feedback to the students. Paper and pencil form of the same questions (that were used in the experimental group) were asked to the students in the control group 1 and immediate feedback was provided. These questions were not used in the control group 2. Before and after the implementation, the English Achievement Test and Class Related and Test Related Achievement Emotions Questionnaires were administered to the experimental and control groups. Mixed ANOVA was used to examine the within and between group differences. Semi-structured interviews were carried out with experimental group students. The results showed that using an SRS had statistically significant effect on students' achievement in English. In terms of the achievement emotions, the SRS had a statistically significant effect on decreasing students' test anxiety. The SRS and using questions and immediate feedback in a paper and pencil format positively impacted students' class-related boredom and enjoyment, and test relief. The results of the interviews supported these findings. Students reported that lessons with SRS were more enjoyable and SRS helped them to learn the subject matter better. They also reported that SRS helped them for the self-assessment of their progress. The findings of the study also showed that technical problems that arise from the lack of internet infrastructure might cause time management problems during the implementation of SRS. KeywordsStudent response system • Achievement emotions • English course achievement • English language teaching • Secondary school students * Yafes Can

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Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

Cited by 11 publications

References 17 publications

Blended learning of physics in the context of the professional development of teachers

Blended learning of physics in the context of the professional development of teachers

Blended Learning of Physics in the Context of the Professional Development of Teachers

The Effect of Using Student Response System on Achievement and Achievement Emotions in An English Course

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