Promoting interactive in-class learning environments
using an electronic response system

Interaction and peer learning with in-class questions is a common pedagogical solution to the large class problem. This can be facilitated by electronic response systems (ERS) which capture and aggregate student responses to in-class questions and allow for immediate feedback to students. This research explores the impact of various approaches to promote active student engagement with in-class questions, supported by peer discussion learning where students responses could vary from being selected, a show of hands to the more anonymous form provided by the ERS. An evaluation of the Summer School 2004 trial showed that, consistent with Judson and Sawada (2002), the marginal effort over and above the pedagogical changes necessary to learn how to use the ERS is relatively small and clearly outweighed by the benefits to staff and students. Students perceived that when an ERS is used, rather than a show of hands, to elicit student responses to in-class multiple choice questions, the level of interaction increases, their ability to gauge their understanding increases, and their understanding increases.

The ERS trial was expanded to staff in three business disciplines with both undergraduate and postgraduate lectures and tutorials in Semester 2 2004. We present student and staff feedback on the value of the ERS for improving both student-to-student and student-to-staff interaction, obtaining student feedback, providing students with feedback on their own learning and small group problem solving compared with individual responses. Anonymity appears to be a clear advantage afforded by this technology.