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Appears in:
Page: 3530 (abstract only)
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

MOBILE CELLULAR PHONES, TABLETS, OR INTERNET BROWSERS ENCOURAGING IMMEDIATE STUDENT RESPONSE AND INSTRUCTOR FEEDBACK

K. Lee

The Ohio State University (UNITED STATES)
Course-end student evaluation of instruction may be marginally effective in improving teacher performance and as a basis for annual instructor evaluation. Significantly more effective are same-day evaluations of most lectures or class sessions, as this provides immediate feedback tailored to the specific lesson and improvements can be implemented at the next session, rather than the next term. Wireless mobile phone applications enable this feedback in a cost-effective user friendly manner enabling high compliance while ensuring student and instructor confidentiality. Most students own wireless mobile devices, such as a mobile cellular phones, tablets, iPads, or laptop computers. These devices accompany each student to class and in online, web-based or remote instruction. Existing wireless devices present a minimal cost means to improve student-teacher interaction, real-time response and instructor feedback.

Five student web-based response systems (hereafter, SRS) were considered in a survey of instructors and faculty members of the Ohio State University. The desirability of features in each SRS was measured. Responses ranged from absolutely essential to unnecessary. Features ranked as absolutely essential were enabling each student to use their own mobile device to answer questions, and the ability of the instructor to know how each student answered. Fairly important was integration with an existing on-line course management system. Faculty responded it would be nice if students could send text, such as responses to queries, could write questions, could get feedback, could rank-order items, could use it for homework, could mark a location on an image, and could interact with others. Less important was use as a discussion board or forum. The ability of each SRS to accomplish the desired feature was ranked and comments from SRS vendors were invited.

A SRS known as Polleverywhere.com was evaluated in both a quarter and semester course at Ohio State. Students could participate or not by text messaging, by web browser, or by Twitter responses from mobile phones and replies were integrated within PowerPoint presentations. Student ratings for ease of use and engagement were measured. The majority or 80% of students in both quarter and semester classes preferred cellular text messaging via SMS over other response options. The instructor could solicit feedback on a per-lecture or a per-slide basis and adjust individual lesson plans accordingly. Advantages were ease of integration, wide access via SMS, and reply speed. Disadvantages were lack of integration in course management systems and the inability to rank items or mark map locations. Reliability was high, as during a one year period of 68 polls there was one instance where the system did not work.

SMS is widely available and within Europe this includes Italy, Greece, France, Belgium, Czech Republic, Hungary, Austria, Germany, Netherlands, Portugal, Spain, Sweden, Turkey and The United Kingdom. An international SMS test page is available. SRS can improve interactivity in classrooms when text messaging, web browsing or Twitter is enabled. A student team is developing an app to expedite continuous instructor feedback that can be anonymous and focused according to the preferences of the teacher and the student.
@InProceedings{LEE2014MOB,
author = {Lee, K.},
title = {MOBILE CELLULAR PHONES, TABLETS, OR INTERNET BROWSERS ENCOURAGING IMMEDIATE STUDENT RESPONSE AND INSTRUCTOR FEEDBACK},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {3530}}
TY - CONF
AU - K. Lee
TI - MOBILE CELLULAR PHONES, TABLETS, OR INTERNET BROWSERS ENCOURAGING IMMEDIATE STUDENT RESPONSE AND INSTRUCTOR FEEDBACK
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 3530
EP - 3530
ER -
K. Lee (2014) MOBILE CELLULAR PHONES, TABLETS, OR INTERNET BROWSERS ENCOURAGING IMMEDIATE STUDENT RESPONSE AND INSTRUCTOR FEEDBACK, EDULEARN14 Proceedings, p. 3530.
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