BEST PRACTICES USING STUDENT’S OWN DEVICES IN HIGHER EDUCATION
Stuttgart Media University (GERMANY)
About this paper:
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
Abstract:Last year, the tool “LeMon” (Lecture Monitoring using student’s own devices) was presented at the EDULearn 14 . This tool implements the idea of classroom response systems (clicker, ) for the usage of student’s own smartphones or tablets. Beside this, it extends the question possibilities by multiple choice, enumeration and free text questions.
This paper shows how the usage of this tool enhanced the communication between teacher and the students and how it enhanced the learning process and successes of the students.
Since its first introduction at the beginning of 2014, LeMon has been used in several computer science and engineering courses by several teachers. Up to now, three different use cases for the application of LeMon have been evaluated:
1. Repetition: In every course, at the beginning of the class the students are asked to answer some few questions concerning the contents of the previous course. The answers are evaluated online and hence, the teacher can decide if he can process with some new contents or if he has to repeat or deepen some previous contents.
2. Explorative learning: the students get some new contents to learn, e.g., described in a book or having some examples. In order to better understand the new contents, they need to answer questions about it using LeMon. Also these answers are evaluated online and based on the answers the teacher can organize his further lecture differently: if all answers are satisfactory, he can deepen the new content. If they are not, he can explain the basics for the whole audience.
3. Preparation of examinations: For the preparation of an examination, all questions used during the courses are made available for the students to check their own knowledge.
During the last two semesters, we collected statistical data from the students and teachers to evaluate the benefit of lemon. In this proposed presentation, the results of the following parameters will be discussed:
• Student’s and teacher’s feedback on the benefits of the repetition questions during courses and the preparation of the examinations.
• Student’s and teacher’s feedback on the benefits of the different question types (multiple choice, enumeration and free text questions).
• Teacher’s feedback on the examinations results after a constant usage of LeMon during a course.
• Teacher’s feedback on the influence of the usage of lemon and the organization of their courses.
 B. Doersam, LeMon - Lecture Monitoring using student’s own devices. Proceedings of the EDULearn 14, Barcelona, 2104.
 D. Duncan und E. Mazur, Clickers in the classroom. How to enhance science teaching using classroom response systems, San Francisco: Pearson Education, 2005.