Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes

Research output: Contribution to conferencePaper

Abstract

Many studies have demonstrated that concept tests followed by immediate feedback and peer discussion improve students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (i.e. computer-generated, peer-generated and tutor-provided) to learning.
Original languageEnglish
Publication statusPublished - Jan 2002
Event2nd Annual Symposium on Engineering Education - London, UK
Duration: 1 Jan 2002 → …

Conference

Conference2nd Annual Symposium on Engineering Education
CityLondon, UK
Period1/01/02 → …

Fingerprint

dialogue
Students
engineering
Feedback
classroom
experience
student
learning
Teaching
mechanical engineering
method of teaching
Mechanical engineering
mechanic
tutor
communication system
incident
Communication systems
Mechanics
questionnaire
interview

Keywords

  • educational courses
  • educational technology
  • engineering education
  • mechanical engineering

Cite this

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title = "Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes",
abstract = "Many studies have demonstrated that concept tests followed by immediate feedback and peer discussion improve students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (i.e. computer-generated, peer-generated and tutor-provided) to learning.",
keywords = "educational courses, educational technology, engineering education, mechanical engineering",
author = "J.T. Boyle and R. Hamilton and W.M. Dempster and D.J. Nicol",
year = "2002",
month = "1",
language = "English",
note = "2nd Annual Symposium on Engineering Education ; Conference date: 01-01-2002",

}

Boyle, JT, Hamilton, R, Dempster, WM & Nicol, DJ 2002, 'Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes' Paper presented at 2nd Annual Symposium on Engineering Education, London, UK, 1/01/02, .

Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes. / Boyle, J.T.; Hamilton, R.; Dempster, W.M.; Nicol, D.J.

2002. Paper presented at 2nd Annual Symposium on Engineering Education, London, UK, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes

AU - Boyle, J.T.

AU - Hamilton, R.

AU - Dempster, W.M.

AU - Nicol, D.J.

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Y1 - 2002/1

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AB - Many studies have demonstrated that concept tests followed by immediate feedback and peer discussion improve students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (i.e. computer-generated, peer-generated and tutor-provided) to learning.

KW - educational courses

KW - educational technology

KW - engineering education

KW - mechanical engineering

UR - http://ieeexplore.ieee.org/iel5/7987/22096/01028458.pdf?tp=&isnumber=&arnumber=1028458

M3 - Paper

ER -