Cart (Loading....) | Create Account
Close category search window
 

Formative teaching: A Conversational Framework for evaluating the impact of Response Technology on student experience, engagement and achievement

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
King, S.O. ; Loughborough Univ., Loughborough, UK ; Robinson, C.L.

There are two compelling constraints on the delivery of effective engineering mathematics education at university: Decline in the mathematical preparedness i.e. confidence and ability of engineering students, and the predominance of the passive learning-leaning traditional lecture mode of instruction. In this paper, we present a formative teaching paradigm, consisting of the use of specific question types and implemented via the use of response technology systems, whose adoption could help overcome these constraints. To evaluate the impact of this paradigm on student experience, engagement and achievement, we adopted a mixed-methods research protocol, consisting of multiple surveys, interviews, and observations. This evaluation process was guided by the application of the Laurillard learning model, designed for evaluating learning technologies. The evaluation results show that the paradigm facilitates meaningful behavioural and cognitive engagement, provides a richer and more learner-centred atmosphere, and contributes to a reduction in the number of students failing. However, the impact on student attendance and overall mean academic grades is negligible.

Published in:

Frontiers in Education Conference, 2009. FIE '09. 39th IEEE

Date of Conference:

18-21 Oct. 2009

Need Help?


IEEE Advancing Technology for Humanity About IEEE Xplore | Contact | Help | Terms of Use | Nondiscrimination Policy | Site Map | Privacy & Opting Out of Cookies

A not-for-profit organization, IEEE is the world's largest professional association for the advancement of technology.
© Copyright 2014 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions.