Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment

Abstract

The present study aims to explore Nearpod as a tool to promote active learning in higher education. In this study, Nearpod is regarded as a tool that can be used to enhance teaching and learning for those lectures provided by male instructors to female students at Sharoura College of Science and Arts, Najran University. Hence, the Nearpod is integrated with video-conference learning system which is used as distance learning system to provide lectures by male lecturers to female students who study at a separate campus. Consequently, students' own devices have been used to fulfil learning activities during classes. The author utilized the mainly quantitative research method and designed an electronic learning questionnaire applied to (74) female students. The findings of the study showed that the affordances of Nearpod and the BYOD model have promoted active learning in the classroom. Students were very satisfied with integrated learning environment, and they commended Nearpod in all courses specially those ones taught by video-conference learning system.

Students� Perceptions of E-Learning for Esl/Efl in Saudi Universities at Time of Coronavirus: A Literature Review

“…Institutional support was reported important to solve this minor problem. Hakami (2020) reported that female students at Sharoura College of Science and Arts of Najran University had favorable views of Nearpod (i.e., a web-based learning app.) when integrated with a video-conferencing system in a Bring Your Own Device (BYOD) learning environment.…”

“…The third study (Alshehri and Cumming, 2020) reported on a third e-learning tool (Mobile technologies) and the students' and teachers' perceptions of these in King Abdulaziz and King Khalid universities. The fourth study (Hakami, 2020) reported on a fourth e-learning tool (Nearpod) and the students' perspectives of it in Najran University.…”

“…The drawbacks reported were slow Internet connectivity (Alshehri and Cumming, 2020); not preferable to bring own device in a BYOD environment (Hakami, 2020); privacy of students on Social Media (SM) (Sharma, 2019); not being used to study from a screen and not being able to copy from Ebook text and paste into other applications (Oyaid & Alshaya, 2019); and worry about handwriting development when used to e-learning (Mutambik, 2018). Such minor drawbacks can easily be fixed via institutional support from universities to enhance the Internet connectivity and via e-learning software designers to promote students' privacy on SM and to add more available options, such as the possibility to copy from an E-book text and paste into other apps.…”

Pengenalan Media Pembelajaran Daring Berbasis Stem Untuk Guru Ipa Di Sman 9 Bandar Lampung

“…Hasil penelitian menunjukkan bahwa fitur-fitur dari Nearpod untuk mempresentasikan dan mengajukan pertanyaan (Real-Time Asesment) oleh siswa sebagai hal yang paling mendorong mereka untuk terlibat dalam kegiatan pembelajaran di kelas. Selain itu, cara kontrol materi Nearpod membantu pendidik dalam tugas pembelajaran (Hakami, 2020). Berdasarkan permasalahan di atas dan adanya beberapa teknologi yang dapat digunakan dalam PJJ secara gratis, maka perlu dilakukan pelatihan atau bimbingan teknis untuk guru-guru IPA terkait pemanfaatan perangkat lunak tersebut.…”

Exploring Artifact-Generated Learning with Digital Technologies: Advancing Active Learning with Co-design in Higher Education Across Disciplines

“…More digital tools for active learning are published in Dexter et al ( 2020 ). Hakami ( 2020 ) shows that student engagement improved with Nearpod which is a digital tool that combines formative assessment and active learning in digital environments by using digital quizzes, polls, drawing, open ended questions. Dahdal ( 2020 ) shows how the use of WhatsApp promotes active learning and student engagement.…”