Reactionlecture Text Messaging to Increase Student Engagement in Large-scale Lectures

Koos Winnips Hans BeldhuisJoost Heutink

>Why?>What have students got in their pockets?>Use cases + reactions>Reactionlecture experiment>Conclusions

>Why?

>Why? “Attention breaks” during lectures Active learning Adapt to entry knowledge

Attention curve during a lecture without interaction

Attention curve during a lecture with interaction

What have they got in their pockets?

>Horizon report (http://wp.nmc.org/horizon2011/): By 2015, 80% of people will access Internet by

Mobile device Internet capable mobile devices will outnumber

computers this year Japan: 75% users use mobile as first choice to

access internet>Now: at least 50% of our students have mobile with

Internet; numbers rapidly rising!

> Use 1. Concept tests 2. Formative testing3. Interactive tutorials4. Group answers5. Entry testing6. Reactionlecture

>Your use?

Experiment: the reactionlecture

Model: - reactions of first half of lecture - lecturer responds during break- reactions on second half- “leftover” reactions posted to Blackboard

forum

> Questions: Would students learn better in a

reactionlecture than in a traditional lecture? What are the opinions of students on giving

direct reactions during a lecture? What forms of providing open comments

during lectures can be used?

>PossibilitesMinute paper

Sharing sources

Commenting

Making linkages

Reinforcement/moderation

Selftesting

Asking for clarification

Helping each other

Opinion/emotion

Suggestion to the lecturer

“Community building”

Opening up the classroom

14:52:16 | "In which area of the brain is Parkison’s disease? “

14:43:06 | “Why is everything reversed, and aren’t all functions ipsilateral?”

14:33:16 | “National geographic National had a programme on the location of the penis in the brain, forgot to record it…"

14:31:23 | “Could you move the Powerpoint a bit slower in room 4?

14:30:12 | “Elderly people hear less high tones, is this sensitivity of the ear, or damage in that part of the auditve area?"

14:21:18 | "Is the first edition of the book good too? What is the difference between the editions?"

2011-02-15 13:46:15 | "Foodlydoodlywoo"

Student reaction Number

Note taking 0

Sharing sources 1

Commenting 0

Making links 0

Reinforcement/moderation 0

Selftesting 0

Asking for clarification 13

Helping each other 0

Opinion/emotion 4

Suggestion to the lecturer 3

“Community building” 2

Opening up the classroom 0

Technical 9

Irrelevant 7

Total 38

Results Type of reactions

given

>Forwarded questions

Conclusions (related to our questions)1. Learning?

Student evaluations: No effect expected on study results

2. Opinions Useful questions and discussion Lecturer: good to get response back

3. Forms Students did not appreciate paying for SMS

themselves Model: more, and more dedicated moments for

interaction Showing phone number on every slide

Conclusion >Students were happy with extra opportunities>“Conference” model for interaction needs to

be changed: More moments for interaction Dedicated moments

>Thank you!>Koos Winnips>http://www.netvibes.com/kooswinnips