About this paper

Appears in:
Pages: 6921-6927
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0511

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain


S. Smith, M. Khechara

University of Wolverhampton (UNITED KINGDOM)
The MSc Biomedical Science award like many other awards at Masters Level attracts students from a range of undergraduate studies as well as a large number of international students. Transition from undergraduate to postgraduate learner is challenging for most students. For those who have studied on generic UG courses or those with non-UK degrees, this transition is potentially more difficult, and students often struggle with the specialist context of this award.

We describe an investigation which evaluated the use of two current technologies available to support learning and teaching to enhance the student experience and consequently engagement. Panopto software allows lectures to be captured by tutors and watched by students outside of taught sessions (flipped). This provides more time during class to focus upon application of knowledge, to address more complex topics, develop problem solving skills and for students to benefit from peer and tutor support during contact time. Socrative enables the use of instantaneous questioning and feedback of students’ responses using mobile devices. It provides the tutor with an insight into levels of understanding, as well as allowing students to evaluate their own progress.

Evaluation and comparison of the non-traditional vs. traditional delivery was undertaken via questionnaires and focus group interviews with students. Analysis of the data illustrates that although the use of technology is identified as being a valuable addition to the learning environment, it is the relationships built in the safe space of group working tasks afforded by the technology that is most beneficial in aiding engagement. Indeed, many factors that influence student sense of belonging also in turn promote success; attainment and engagement are identified as being enhanced by the approach used. Final analysis of attainment data on completion of the module confirms the positive effect of the classroom technologizing; an increase in attainment of more than 20% is observed compared to previous iterations. This provides strong evidence that the approach has a positive impact on the module.
author = {Smith, S. and Khechara, M.},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0511},
url = {http://dx.doi.org/10.21125/edulearn.2016.0511},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {6921-6927}}
AU - S. Smith AU - M. Khechara
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0511
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 6921
EP - 6927
ER -
S. Smith, M. Khechara (2016) 'TECHNOLOGIZING' THE POSTGRADUATE CLASSROOM, EDULEARN16 Proceedings, pp. 6921-6927.