Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class
Kein Vorschaubild vorhanden
Autor:in (Körperschaft)
Publikationsdatum
09/2021
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Computers & Education
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
175
Ausgabe / Nummer
Seiten / Dauer
1-17
Patentnummer
Verlag / Herausgebende Institution
Elsevier
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Higher education, Digital tools, Active learning, Repetition, Feedback
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1873-782X
0360-1315
0360-1315
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
TAUTZ, Dorothee, David SPRENGER und Adrian SCHWANINGER, 2021. Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class. Computers & Education. September 2021. Bd. 175, S. 1–17. DOI 10.1016/j.compedu.2021.104338. Verfügbar unter: https://irf.fhnw.ch/handle/11654/32713