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The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning
This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into largeâgroup lectures for firstâyear undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVSâstyle interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using caseâstudy methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A âthreeâfold typologyâ emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshawâs framework, and examines how the EVSâstyle lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshawâs model. The conclusions show how the use of a userâfriendly EVS in large lectures motivates students, develops studentsâ cognitive and social learning skills, and improves learning effectiveness
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