Real-time polling to help corral university-learners' wandering minds

Abstract

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

Interface Model and Implementation Framework for Classroom Response Systems

“…While the number of participants is limited especially for expedient verbal communication, CRS enables rapid transmission of information from a great number of students to the lecturer, which makes it especially useful for high-enrollment classes. Anonymity is an outstanding and beneficial feature for CRS; not even showing hands or using coded cards possesses this. , On the other hand, the information format is eventually restricted, e.g., the type of question and response format. Student-related challenges of CRS can be minimized or even eliminated, when keeping the system anonymous and using it only for true formative assessment, i.e., without any effect on grades.…”

“…It is sufficient to say that the actual technical implementation of the CRS principle varies with the system in many details, but those are important for practicability for the intended usage. It is crucial that users, i.e., both lecturer and students, are able to handle it almost effortlessly to not be distracted from teaching and learning . Lecturers may test a CRS (ideally multiple) prior to implementation with different scenarios, as well as attempt to use the CRS in the role of a student, e.g., to check the login process, submission of responses, and apt display of questions, figures, equations, etc.…”

“…However, polling by CRSs is an easy way to increase the number of responding students, hence allowing for more representative sampling to assess the state of affairs and eventually adjust teaching. 27 Students can profit directly from CRSs in various ways. First and foremost, students can assess their competence of the subject matter and practice their skills.…”

“…Anonymity is an outstanding and beneficial feature for CRS; not even showing hands or using coded cards possesses this. 6,27 On the other hand, the information format is eventually restricted, e.g., the type of question and response format. Student-related challenges of CRS 8 can be minimized or even eliminated, when keeping the system anonymous 6 and using it only for true formative assessment, i.e., without any effect on grades.…”

“…Thus, there is no universal recipe on how and when to use CRSs in a meaningful manner. However, polling by CRSs is an easy way to increase the number of responding students, hence allowing for more representative sampling to assess the state of affairs and eventually adjust teaching . Students can profit directly from CRSs in various ways.…”