Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class

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Author (Corporation)
Publication date
09/2021
Typ of student thesis
Course of study
Type
01A - Journal article
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Editor (Corporation)
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Parent work
Computers & Education
Special issue
DOI of the original publication
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Series
Series number
Volume
175
Issue / Number
Pages / Duration
1-17
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Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
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Abstract
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.
Keywords
Higher education, Digital tools, Active learning, Repetition, Feedback
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ISBN
ISSN
1873-782X
0360-1315
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Closed
License
Citation
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