Abstract:

The ability to reflect effectively on learning demonstrates skills, which enhance employability, creativity, self-awareness and personal development as well as supporting independent learning. Similarly, the opportunity for educators to reflect on teaching practices supports continued professional development and the Continuous Monitoring and Improvement process (Edmonds & Edmonds, 2008). Student response systems (SRS) such as ‘Socrative’ allow students to respond to questions using remote devices. The results are instantly collected, summarised and presented visually to the student (Kay, 2009). Responses can be made anonymously and answers can be hidden if required. SRS can be used to assess knowledge and understanding, to promote engagement and to provide feedback both individually and collaboratively. SRS’s are gaining popularity in the learning environment and have been used to improve student interaction, engagement, and attention (Draper and Brown, 2004) as well as promoting attendance, stimulating discussion, facilitating feedback and improving learner performance (Kay, 2004). Importantly SRS’s provide tutors with a simple mechanism for the retrieval of feedback on how a student has understood or engaged with material (Chui, 2013) and their experiences of learning overall. This research provides reflections on the integration and use of SRS across a number of programmes at level four. The research identifies the gender, age and academic experience of the student and measures the impact of SRS on the reflection of feedback in a peer-learning environment.

Keywords:

Response, Reflection, Socrative.