Audience Response Systems as an instrument of quality assurance in academic teaching

AudienceResponseSystemsasaninstrumentofqualityassuranceinacademicteaching

OrtrunGröblingerMichaelKopp

07/03/2016

• AudienceResponseSystems?• Innovativeteachingtechnology?• QualityAssuranceTool?• Masslectureascasestudy• Conclusions

Whatthisisallabout

• Interactionduringmasslecturesisverylimited• Studentsdohardlyaskquestions• Opportunitytogivefeedbackwiththehelpofmultiplechoicequestions• UsingWiFi technology• “BringYourOwnDevice“approach

AudienceResponseSystems

• Shiftfromabehavioristconcepttoaconstructivistapproach• ARSfosterstudent´sparticipationandattracttheirattention• ARSsupporttheunderstandingoftheprovidedcontent• ARSassistlecturersinassessingstudentcomprehension• Misconceptionscanbeidentifiedandinstructionstrategiescanbealtered• Giving,receivingandanalyzingfeedbackisaveryimportantpartofqualityassurance

Innovativeteachingtechnology

• Preparingadequatequestionsisalotofwork• Therightamountofquestionshastobeplannedcarefully• ARS-votings maybestressfulforstudents• Studentsmaybeconcernedthattheirresponsesarebeingmonitoredandsavedtothesystem• Technicalinfrastructure(e.g.WiFi)maynotworkproperlyandstudentsmayrefusetousetheirowndevices

ChallengesinusingARS

Casestudy

• ARSwasusedinthelecture“FundamentalsofManagement”,heldinwinter-term2015attheUniversityofInnsbruck• 550enrolledstudents,392loggedintheARS• 3lecturers,2oftheminvolvedintheuseofARS• 4questionsdisplayedinthefirstlecture• Displayedquestionswerepartofthequestionsofthefinalexam• ARSnovawasusedasARS• 82studentsfilledinthequestionnaire

Generalsettings

Didacticdimension

• 65%feltadequatelyinformedaboutthesystembeforethefirstuse(n=82)• 82%copedwellwiththefirstuseofthesystem(n=82)• 58%wouldhavepreferredmorequestions(n=80)• 67%assessedtheavailableresponsetimeasadequate(n=80)

Didactic dimension

Technicaldimension

Students´ perspective

• Students´ responseabouttheuseofARSnova isgenerallypositive• Studentslikedtoparticipateinthelectureinamoreactiveway• Studentscouldverifytheirknowledgeregardingtothelecture´ssubject• Immediatefeedbackfromlecturersafteransweringthequestionswashighlyappreciated• Studentsgotanimpressionwhatthefinalexamwilllooklike

Students´ perspective

• Qualitativeinterviewswithresponsiblelecturers• LecturersfoundARSnova easytouse,ittookthem2hourstogetusedtothesystem• Lecturersappreciatedtechnicalsupportinthelecturehall• Quantitativefeedbackispreferredoverqualitativefeedback• LecturerssharetheimpressionofstudentsthatARSnova fosteredtheunderstandingofthelecture´scontent• UsingARSnova isseenasabigdidacticchallenge• BothlecturerswoulduseARSnova again

Lecturers´ perspective

• StudentsandlecturerscopewellwiththeuseofARS• ARSareverysuitabletogiveandreceivefeedback• ARSfostertheengagementofstudentsandlecturers• Concerningdidactics,ARScreateanadditionalbenefit• AsanefficientfeedbacktoolARSareavaluableinstrumentofqualityassurance

Conclusions

DIOrtrunGröblingerUniversityof Innsbruck

ortrun.groeblinger@uibk.ac.at

Dr.MichaelKoppUniversityof Graz

michael.kopp@uni-graz.atTwitter:@koanmi

Presentation onSlideshare:http://goo.gl/JuhYUF

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