Using Socrative Online Polls for Active Learning in the Remote Classroom

Christianson, Anna M.

doi:10.1021/acs.jchemed.0c00737

Cited by 24 publications

(23 citation statements)

References 19 publications

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“…Finally, some students reported that "the instant polls made the lesson less dispersive." These results are in line with other studies that analyzed the use of online polls in distance learning experiences (Christianson 2020;Shen et al 2009Shen et al , 2008Baggaley et al 2002): these activities make the didactic experience more active, both for students and teachers, and increase the level of interactivity.…”

Section: Teachers' and Students' Perception On The Experimented Innov...supporting

confidence: 92%

“…Despite these general difficulties, it emerges that the instant polls were considered “an appreciated and amusing incitement to study continuously; above all, it is useful to fix immediately the concepts tackled during the lesson, through a schematic and simple method.” Moreover, they were “a useful tool to verify the acquired knowledge, to understand if the tackled concept had been fully and correctly understood and learned.” Obviously, they were judged “useful if you study continuously, whereas they are less meaningful if you are not up to date with the study.” Finally, some students reported that “the instant polls made the lesson less dispersive.” These results are in line with other studies that analyzed the use of online polls in distance learning experiences (Christianson 2020 ; Shen et al 2009 , 2008 ; Baggaley et al 2002 ): these activities make the didactic experience more active, both for students and teachers, and increase the level of interactivity.…”

Section: Teachers’ and Students’ Perception On The Experimented Innovative Didactic Toolssupporting

confidence: 91%

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Innovations in geomatics teaching during the COVID-19 emergency

et al. 2022

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The approach in the teaching process is changing, thanks to the increased awareness that a higher students’ involvement leads to a better quality of their learning. The aim is to make the students more participative, avoiding a unidirectional lesson and encouraging their wish to keep updated on the course advancements. However, innovative teaching methodologies are not yet widespread, mainly in STEM (Science, Technology, Engineering, and Mathematics) disciplines. At the University of Genoa, the experimentation of innovative teaching techniques has been significant and worthy especially because it was planned before the COVID-19 emergency and applied in the scenario of forced remote teaching. Thanks to the introduction of novel technological instruments, several techniques have been exploited to realize interactive lessons and promoting students’ involvement. The present work discloses the employed techniques and frames them within the state of the art of innovative teaching, highlighting their contribution in the teaching activities related to the Geomatics field of knowledge. The acquired experiences in Geomatics dissemination and a critical analysis, including teachers’ and students’ perception about the tested innovative teaching/learning tools, are also reported. In general, the innovations introduced in teaching and learning processes during the COVID-19 sanitary emergency were warmly received by the entire community, including teachers, students, and teaching assistants.

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Section: Teachers' and Students' Perception On The Experimented Innov...supporting

confidence: 92%

Section: Teachers’ and Students’ Perception On The Experimented Innovative Didactic Toolssupporting

confidence: 91%

Innovations in geomatics teaching during the COVID-19 emergency

et al. 2022

View full text Add to dashboard Cite

show abstract

“…They not only facilitate the various use of the teacher but also support the learner to utilize the variety devices, such as notebook, smartphone and tablet to complete the test regardless of the type of device and operating system. There is some software that are accepted for learning management to evaluate the learner's efficiency, such as Kahoot [23], Quizizz.com [24], Socrative.com [25], [26], and Google Form [27], [28], but each of them has different and similar strengths and limitations. Thus, the selection of software bases on the situation and the appropriateness to the subject.…”

Section: Software For Creating the Learner Evaluation Testmentioning

confidence: 99%

Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

Puttinaovarat¹

2021

TEM Journal

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During the circumstance in which people worldwide have to encounter and deal with COVID-19, there are great impacts on learning management that require adjustment and implementation of the online learning system. Advance technologies in the modern world facilitate the students at the higher education level to learn via the online system. However, problems and limitations on online learning are recognized; for example, it is more difficult to use the active learning approach than in the actual classroom, and the instructional strategies and patterns should be more varied to encourage the learners to focus on the lesson. Therefore, this research proposed the learning management by applying online learning to Geoinformatics with streaming and video-based learning approach via Cloud application and other tools in order to activate the learner to be enthusiastic, express their opinions, and participate in the activities which would enhance their achievement. Research results showed that most learners (more than 90%) had learning achievement at good and very good level when learning with the proposed learning management approach. Furthermore, such a proposed approach minimized the problems concerned with insufficiency of the quality computers since the learners were able to use any type of device and operating system.

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“…Tan et al (2020) also utilized Poll Everywhere, an online tool for live polling to actively engage students during synchronous instruction. Similarly, Christianson (2020) utilized Socrative, another online tool for live polling, to assign her students group quizzes at the beginning of class. During the administration of the quiz, students used Microsoft Teams to engage in group discussion on the quiz questions.…”

Section: Active Learning Engages Students In the Learning Process But Online Learning Calls For New Assessment Toolsmentioning

confidence: 99%

“…Students agreed that these templates were useful in the online learning environment because it allowed them to engage in lecture material rather than passively listen to their instructor. Therefore, while there have been studies documenting what tools were successful in implementing active learning activities in the online learning environment (Christianson, 2020;Dingwall, 2020;Singhal, 2020;Tan et al, 2020), studies have not been conclusive about how or what tools to utilize to document the specific teaching and learning practices adapted in the online learning environment.…”

Section: Active Learning Engages Students In the Learning Process But Online Learning Calls For New Assessment Toolsmentioning

confidence: 99%

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Pusey

Valencia

Signorini

et al. 2021

Preprint

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We developed and validated a new classroom observation protocol, Online COPUS (E-COPUS), to measure teaching and learning practices in the online learning environment. We collected COPUS and E-COPUS data from 40 STEM courses before, during the transition, and continuation of emergency remote teaching (ERT). Through weekly discussions among observers, we adjusted six of the original instructor COPUS code descriptions and six of the original student code descriptions to fit the online learning environment. We trained 23 observers to conduct E-COPUS utilizing both in-person and online lecture recordings. To validate E-COPUS, we consulted an expert panel of science educators and education researchers to provide feedback on our code descriptions and complete a matching activity with our E-COPUS code descriptions. We further examined E-COPUS by analyzing the teaching and learning practices of 6 instructors across in-person and online instruction and found that the online functions of breakout rooms, polling, and the chat were utilized to promote active learning activities in the online learning environment. As we prepare for teaching in the future, it is important to have formative assessment tools designed for all course formats to support assessment and improvement of teaching practices in college STEM classrooms.

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Using Socrative Online Polls for Active Learning in the Remote Classroom

Cited by 24 publications

References 19 publications

Innovations in geomatics teaching during the COVID-19 emergency

Innovations in geomatics teaching during the COVID-19 emergency

Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

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