Hochschule für Angewandte Psychologie FHNW

Dauerhafte URI für den Bereichhttps://irf.fhnw.ch/handle/11654/1

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2020 - 20212

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Autor:in: search.filters.author.Tautz, DorotheeHochschule: search.filters.hochschule.Hochschule für Angewandte Psychologie

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    Publikation
    Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class
    (Elsevier, 09/2021) Tautz, Dorothee; Sprenger, David; Schwaninger, Adrian
    Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. In this study, we evaluated the implementation of digital tools (lecture recordings, question tool, classroom response system and virtual reality) regarding their perceived impact on active learning, repetition, and feedback in a large university class. The study applied a mixed methods design and collected data from a survey (95 students) and focus groups (11 students). The results show that students enjoyed using the tools because they enriched the lecture. However, students perceived differences regarding the impacts on active learning, repetition, and feedback. The perceived impacts of the classroom response system and the lecture recordings were rated high whereas the perceived impacts of the question tool and the VR modules were rated lower. Recommendations on how to use these digital tools in large classroom settings are provided.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Evaluation of four digital tools and their impact on active learning, repetition and feedback in a large university class
    (10.09.2020) Tautz, Dorothee; Loosli, Stefan; Schwaninger, Adrian; Fachhochschule Nordwestschweiz FHNW
    Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. The purpose of this study is to investigate if digital tools can be a solution. It evaluates how students perceive four digital tools (Lecture Recordings, Question Tool, Classroom Response System and Virtual Reality) in a large lecture class and examines to what extent the tools have an impact on active learning, repetition and feedback. The study applied a mixed methods design and collected data from a survey (95 participants) and focus groups (11 participants). Participants were students from a psychology class. The results show that students enjoyed using the tools because they brought variety to the lecture. However, students perceived differences in the tools’ impact on active learning, repetition and feedback. The impact of CRS and Lecture Recording were rated rather high whereas impacts of Question Tool and VR modules were rated lower. The study revealed that key aspects for students’ perception of tools are the way tools are integrated in the classroom and how much time they consume during the lecture.
    11 - Studentische Arbeit