190 research outputs found

    ASSESSMENT OF LEARNING FOR INFORMATION LITERATION COURSE USING THE SOCRATIVE APPLICATION

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    The era of industrial revolution 4.0 is marked by the development of very fast and unlimited information so that education has a very important role. Along with these developments, it is necessary to develop a new paradigm in the world of education, namely using a touch of technology in carrying out learning assessments, one application that can be used is the Socrative application which can be used by teachers in providing feedback on student work. The purpose of this study was to describe the practicality of using the Socrative application as a media assessment of learning in the Information Literacy course with 18 students as respondents. The average percentage result of all indicators during the trial period was 58.8% who considered it feasible and practical to use the Socritive application when carrying out the assessment of learning

    Analysis of the application of Socrative as a tool for the learning improvement in a subject of Experimentation in Chemical Engineering

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    [EN] Experimentation in Chemical Engineering III is a compulsory subject of the third course, semester B of the Chemical Engineering Degree at the Universitat Politècnica de València. It is the last experimental subject of the degree, and the methodology applied is "Project Oriented Learning" (POL). Students carry out experimental sessions, obtaining data that they later use to design an industrial installation based on the laboratory equipment but at a large scale. The course is assesed through the design project and a laboratory report of each experimental session, which is corrected by the teacher and then used as study material for the exam. Although the development of the subject is satisfactory, the teachers do not know the level that the students have about the experiment to be developed at the beginning of the experimental session and, in most of the cases, mistakes or errors of interpretation that they have had during the practice are detected during correction of the report. Therefore, last year teachers decided to introduce the use of the Socrative tool to conduct surveys to students at the beginning and the end of each session, in order to have real-time feedback on the points that should be most emphasized during the practice, as well as the degree of improvement achieved after the session. Socrative allows to carry out surveys in a simple way through the mobile phone, and to know at the same time the results of the assessment. Thus, students know their mistakes in the test before starting the experimental session, which also is useful to them to assess their level about the topic to develop and pay attention to find out those questions asked in the test in which they have obtained worse results. This work describes the implementation of this teaching innovation in the laboratory, as well as the results obtained and the degree of improvement achieved by comparing the results at the beginning and end of each experimental session. Finally, it is analysed the usefulness of the innovation, as well as the necessary improvements to continue its application in the future academic courses.García-Fayos, B.; Sancho, M.; Arnal Arnal, JM.; Zuriaga Agusti, E.; López-Hernández, I. (2021). Analysis of the application of Socrative as a tool for the learning improvement in a subject of Experimentation in Chemical Engineering. IATED. 3727-3733. https://doi.org/10.21125/inted.2021.0773S3727373

    The impact of the M-learning methodology on university students

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    Our goal in this paper is to analyse the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process tooPeer Reviewe

    Opening sessions (OS): A tool to facilitate bioinformatic digestion in dry-laboratory exercises

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    Finding alternatives techniques to facilitate digestion and consolidation of knowledge derived from distinct scientific disciplines is an important task of interdisciplinary teaching. During a master course that enrolled 63 individuals, we aimed at evaluating the integration of opening teaching sessions (OS) and their impact on formative assessment and student satisfaction. Integration of OS significantly increased the acquisition and usage of elementary bioinformatic concepts/skills, which was evaluated throughout inquiries for formative teaching. Furthermore, application OS corresponded with a high level of satisfaction possibly by driving instructional effectiveness and student centeredness

    Technology-based Formative Assessments Implemented by Secondary School English Teachers During Remote Learning

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    During the COVID-19 pandemic, teachers had to alter their assessment process for an engaging and productive remote learning. The present study investigates the technology-based formative assessments carried out by secondary school English teachers. To reach that goal, the writers conducted a series of observations and an interview. It was found that English teachers used a few technology-based formative assessment platforms such as Quizizz, Kahoot!, Schoology, Microsoft Office Team, and Socrative. Oral and written feedback was also regularly done by English teachers for supporting technology-based formative assessment practices. The finding of this study also implies the crucial role of digital literacy in supporting the successful implementation of technology-based formative assessments during distance learning. Keywords: technology-based formative assessment, English teaching and learning, remote learnin

    A Guide for VET Teachers with a Focus on Aquaculture: Using Student Rapid Response Systems (SRRS) for Formative Assessment and for Recognition of Prior Learning (RPL)

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    Introduction: This Optimal Guide is organised into 6 Parts as illustrated below. The reader is free to follow the sequence of parts or simply go to the parts of relevance

    A Guide for VET Teachers With a Focus on Aquaculture: Using Student Rapid Response Systems (SRRS) for Formative Assessment and for Recognition of Prior Learning (RPL)

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    Optimal was a European Commission funded Erasmus+ Key Action 2 Strategic Partnership Project KA2-SP, titled – ‘Optimised Training: Innovative Methods and Tools for Acceptance of Prior Learning in Qualifications and Workplace Training’. It started in 2016 and ended in October 2019. The Optimal project involved a consortium of partners as follows: Norway - Blue Competence Centre and Guri Kunna VET School, Hitra and Froya Belgium - Federation of European Aquaculture Producers (FEAP) Scotland - Pisces Learning Innovations (PLI) Ltd Ireland - Teachers’ Union of Ireland (TUI). The partnership investigated the delivery of VET to work-based learners through the application of Student Rapid Response Systems (SRRS), Recognition of Prior Learning (RPL) and teaching methodologies and tools, considering how teachers and/or instructors could optimise their approach to training adult workbased learners about relevant industry knowledge and skills in the classroom and during self-directed learning. The project built on the partners’ expertise and experience of different VET teaching and training methodologies and methods, exploring approaches to both formal and non-formal learning and the range of assessment and qualifications used in each partner’s system. This included reviewing different curriculum structures and learning outcomes. The project also engaged with industry to explore current needs and demands for training and qualifications. The partners looked at the practical application of using different types of questions and feedback in the classroom. The partners validated project material and outcomes through peer review engagement during transnational meetings. The project outcomes are based on the collaborative participation of all the project partners. The project piloted and tested several combined teaching and learning methodologies and methods in a VET school with adult learners studying fish farming. The project was aware of the aquaculture and fish farming sectors need to both upskill workers and to provide accredited training for new workers

    Teaching with emerging technologies in a STEM university math class.

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    The aim of the research presented in this work is to investigate how innovative teaching formats, based on student-centred activities, may help first year university students to deal with the difficulties in the transition from the mathematics they are used to in high school, to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. As part of this overarching goal, this presentation investigates the case of Taylor series, a topic that is taught in all calculus courses at university. This work shows the efficacy of a blended learning approach, highlighting the main difficulties concerning the deep understanding of functions by students. We discuss possible limitations, and we provide suggestions for best practices in university math classes

    Technology Acceptance Model in Socrative as a Learning Grammar Software: Higher Education Students’ Perception

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    Technological advancement that are happening today provide many conveniences, including in the world of education, especially teaching writing. The main objective of this research is to find out how students perceive the use of Socrative to teach English grammar. The method used in this research is descriptive qualitative. Students enrolled in the second semester of the English Education Study Program for the 2022–2023 academic year are the participants. Interviews and questionnaires were used to collect data for this investigation. The questionnaire included 20 (twenty) items regarding perceived utility and perceived ease of use, which the  technology acceptance model (TAM) theory has developed to ensure the reliability and validity of the questionnaire. The findings of this research indicated that students have a very good evaluation of the use of social constructions in teaching grammar. The results proved that they accept the application of Socrative well in their learning proces

    Socrative as a Formative Assessment Tool in English for Specific Purposes Course

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    Many factors influence the development of the educational system, and today it is a global COVID-19 pandemic. Stakeholders in the educational process need to adjust to a new distant reality without compromising the quality. The formative assessment proved to be a suitable approach to overcome existing challenges, and one of the most popular tools to facilitate it is Socrative. The study aims to 1) investigate student attitudes and the correlation between academic achievements in ESP and majors and 2) present our experience in utilizing Socrative for formative assessment in a distant mode in the settings of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” To achieve the goals of our study, we have developed and validated a questionnaire, collected quantitative data, analyzed and interpreted the qualitative data; the study sample included 137 students. The obtained results have shown the general positive student attitude towards the usage of Socrative within the course of ESP due to its efficacy, personalization, and responsiveness. The results can be a perspective for further investigation despite some limitations
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