Mobilizing University Students and Faculties Towards Active Learning with Students Response Systems via Mobile Devices

Kevin CHAN
Hong Kong Polytechnic University, Hong Kong
sskevin@polyu.edu.hk

Ian BROWN
Hong Kong Polytechnic University, Hong Kong
ian.brown@polyu.edu.hk

Abstract

Background

• Knowledge transfer in tertiary education is optimized when conveyed through active engagement of students.
• Nonetheless, with increasingly large class sizes in undergraduate courses, practicing active learning in large lectures presents new challenges in engaging and motivating students in such a context.

The initiative

• The Hong Kong Polytechnic University has commissioned an institution-wide initiative to launch and promote active learning in large classes through the use of Students Response System (SRS) mobile learning (m-learning) technology that is integrated with the university's Learning Management System (LMS).
• In the past 2 years, more than 25 teaching staff from 6 faculties at PolyU have adopted the technology to actively engage their classes and enhance interactivity between faculty and 1200+ students per year.

Methods of evaluative data collection and analysis

The project is being evaluated with a mixed-method observational study on:

• System usage and LMS integration of SRS by faculty members and students
• Students' and faculties' attitudes towards adoption of the SRS technology
• Qualitative data on benefits and barriers in using the SRS technology
• Students' class engagement and performance among adopters of the SRS technology

Evidence of effectiveness

• SRS technology usage in class is associated with overall class engagement, LMS usage, and class performance.
• Students reporting higher levels of perceived ease-of-use, perceived usefulness, computer self-efficacy, and perceived enjoyment are associated with more frequent SRS usage.
• Faculty members view technical and pedagogical support as critical success factors in planning and implementing SRS technology in their classes
• A community of practice among SRS technology adopters has fostered cross-fertilization of: i) good practices in implementation, ii) ideas for expanding pedagogical variety with SRS technology, and iii) reflections on large-class teaching in undergraduate education towards the active-learning approach in practice.