M. Barchilon Ben-Av1, R. Ben-Av2

1Achva Academic College (ISRAEL)
2Azrieli College Of Education, Jerusalem (ISRAEL)
We are experiencing an expansive progress in the information technology over the past decades. In the education field, there has been a rapid flow of new ideas aiming to completely revolutionize the tutoring and learning process e.g.[1]. In parallel there is an effort to improve the classic lecture structure by evolutionary process. One of the technological tools that has been suggested in both approaches is the use of Student Response Systems (SRS). SRS's systems by themselves have gone through an evolution from bulky computer terminals to simple stand alone electronic device to applications incorporated in standard smartphones [2].

In previous works we showed how smartphones technology can support learning [3]. We also showed that mobile SRS improves the learning process and enhances the communication between teacher and learners during classical lectures [4].

In this work we wished to know which learning strategy is currently used by college students that are exposed to new technological learning options. Do they abandon the frontal lectures and prefer online-video materials or do they still prefer the classical lecturing structure (improved by technological tools)? We supplemented the classical lecture using mobile SRS tool (Socrative©). We also checked what were the students' expectation from such a tool.

In order to collect data we used questioners asking the students to rate different learning options that have been used by them, going from: understanding during the lecture, using lectures summaries, using books, online lectures, other internet materials. The students were from two colleges of education, in five courses, 15-30 students per course, mostly 20-30 years old. We found that students still strongly prefer to learn during the lectures and from lectures summary over on-line available material.

Modern mobile SRS system (Socrative©) was used in every lecture. A evaluation questionnaire was distributed at the beginning of the course. Some courses were delivered to students who already experienced with SRS in previous courses. We found that students had a positive expectation from an SRS tool even before actually using it. Moreover the expectation was higher after experiencing it. In addition their positive attitude towards advanced technologies in general has increased.

[1] Chang V. and Guetl C. (2010), Generation Y learning in the 21st century: integration of virtual worlds and cloud computing services. Global Learn Asia Pacific. Vol. 2010. No. 1.
[2] Trees A. R. and Jackson M. H. (2007), The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems from Learning, Media and Technology Volume 32, Issue 1
[3] Ben-Av R. and Barchilon Ben-Av M. (2013), Physics Laboratory in Your Pocket, 5th International Conference on Education and New Learning Technologies (EDULEARN13), Barcelona, Spain.
[4] Barchilon Ben-Av M. and Ben-Av R. (2014), Smart-Phones From Distraction To Attraction, 6th International Conference on Education and New Learning Technologies (EDULEARN14), Barcelona, Spain.