Evaluation of four digital tools and their impact on active learning, repetition and feedback in a large university class
Loading...
Files
[Evaluation of four digital tools and their impact on active learning, repetition and feedback in a large university class]
Authors
Author (Corporation)
Publication date
10.09.2020
Typ of student thesis
Master
Course of study
Collections
Type
11 - Student thesis
Editors
Editor (Corporation)
Supervisor
Parent work
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
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.
Keywords
digital tools, higher education, technology-enhanced learning, active learning, repetition, feedback
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
Language
German
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
No peer review
Open access category
License
Citation
TAUTZ, Dorothee, 2020. Evaluation of four digital tools and their impact on active learning, repetition and feedback in a large university class. Verfügbar unter: https://doi.org/10.26041/fhnw-3509