Abstract:

Lecturers often find themselves facing the challenge of adopting new pedagogy in an institutional set-up designed for the old pedagogy. The traditional lecture setup embodies the transfer of knowledge theory (Fox, 1983) where communication is unidirectional. This pedagogy contradicts more recent trends in education such as flexible pedagogies (Ryan and Tilbury, 2013), mobile learning (Cromptom, 2018; Pimmer et al.2016; Traxler, 2009) and technology-driven ubiquitous learning (Cope and Kalantzis, 2010; Liu & Milrad, 2010). Using an informed self-reflective enquiry approach, this action research was conducted as an attempt to transform the traditional setup of the lecture into a more engaging environment. After some experimentation with different digital media and Web tools, an intervention was designed where Top Hat was used as an online teaching platform to enable whole class participation and interaction. Students used their own mobile devices to interact. A survey was conducted to investigate students’ perceptions. Results were reasonably positive, showing that the overall experience of students had been improved due to increased student engagement. Some limitations were experienced and recorded. These were in the form of technical issues, connectivity, and device capability in terms of storage space and processor speed. The paper concludes with further reflections on the results of the intervention and how it instigated a personal paradigm shift in the way engagement is perceived. More questions were raised regarding the type of mobility students had in relation to their own learning, questions regarding student choices and how they prioritise their work and use their mobile devices, questions about equity and inclusion and most importantly, questions about contextualising the role of the lecturer amidst all of that.

Keywords:

Pedagogy, Higher Education, Mobile learning, Technology-enhanced learning, Reflection, Action research Top Hat Reflective practice.