Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Innovative Student Response System Methodologies for Civil Engineering Practical Lectures

Innovative Student Response System Methodologies for Civil Engineering Practical Lectures Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher education (BSc level). A pretest–posttest design is developed to assess the evolution of student’s performance (third course in Civil Engineering degree at the University of Cór- doba). In addition, a motivational questionnaire towards the use of the innovative method- ologies has been filled by the students. The results of this pilot experience show an impact on performance by the rapid feedback linked to the in-class formative assessment, in which conceptual reminders at the beginning of the practical lessons boost the motivation, engagement, and enhancement. The motivational questionnaires depicted a favourable per- ception of the methodologies by the students, highlighting their recommendation to extend its application to other lecturers. Keywords Student response system · Higher education · Civil engineering · Performance · Motivation Abbreviations SRSs S tudent response systems GQM Question metrics EHEA Eur opean higher education area NICTs N ew information and communication technologies GSRS Game-based s tudent response system RQs Research questions PBL Pr oblem based learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Innovative Student Response System Methodologies for Civil Engineering Practical Lectures

Download PDF
18 pages

Loading next page...
 
/lp/springer-journals/innovative-student-response-system-methodologies-for-civil-engineering-tVGvLLWdqu
Publisher
Springer Journals
Copyright
Copyright © 2019 by Springer Nature B.V.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-019-09410-z
Publisher site
See Article on Publisher Site

Abstract

Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher education (BSc level). A pretest–posttest design is developed to assess the evolution of student’s performance (third course in Civil Engineering degree at the University of Cór- doba). In addition, a motivational questionnaire towards the use of the innovative method- ologies has been filled by the students. The results of this pilot experience show an impact on performance by the rapid feedback linked to the in-class formative assessment, in which conceptual reminders at the beginning of the practical lessons boost the motivation, engagement, and enhancement. The motivational questionnaires depicted a favourable per- ception of the methodologies by the students, highlighting their recommendation to extend its application to other lecturers. Keywords Student response system · Higher education · Civil engineering · Performance · Motivation Abbreviations SRSs S tudent response systems GQM Question metrics EHEA Eur opean higher education area NICTs N ew information and communication technologies GSRS Game-based s tudent response system RQs Research questions PBL Pr oblem based learning

Journal

"Technology, Knowledge and Learning" – Springer Journals

Published: May 13, 2019

References

  • Audience response systems in higher education: Applications and cases
    Banks, DA
  • Assessment and classroom learning
    Black, P; Wiliam, D
  • Engineers at play: Games as teaching tools for undergraduate engineering students
    Bodnar, CA; Anastasio, D; Enszer, JA; Burkey, DD
  • Efficacy of error for the correction of initially incorrect assumptions and of feedback for the affirmation of correct responding: Learning in the classroom
    Brosvic, GM; Epstein, ML; Cook, MJ; Dihoff, RE
  • Run a class like a game show: ‘Clickers’ keep students involved
    Carnevale, D
  • Classes that Click: fast, rich feedback to enhance student learning and satisfaction
    Chen, JC; Whittinghill, DC; Kadlowec, JA
  • Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers
    Coca, DM; Slisko, J
  • Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses?
    Cotner, SH; Fall, BA; Wick, SM; Walker, JD; Baepler, PM
  • Assessing the effects of implementing an online student-response system in a transportation engineering course
    Dabbour, E
  • Student response systems in higher education: Moving beyond linear teaching and surface learning
    Dangel, HL; Wang, CX
  • Student response system and how to make engineering students learn oral presentation skills
    Grez, L; Valcke, M
  • Pretest–posttest designs and measurement of change
    Dimitrov, DM; Rumrill, PD
  • Using a personal response system for promoting student interaction
    d’Inverno, R; Davis, H; White, S
  • Assessing-to-learn: Formative assessment in physics instruction
    Dufresne, RJ; Gerace, WJ
  • Use of ConcepTests and instant feedback in thermodynamics
    Falconer, JL
  • Classroom response systems: A review of the literature
    Fies, C; Marshall, J
  • XXII JENUI
    Fuertes, A; García, M; Castaño, MA; López, E; Zacares, M; Cobos, M; Ferros, R; Grimaldo, F
  • 11th Americas Conference on Information Systems
    Hall, RH; Collier, HL; Thomas, ML; Hilgers, MG
  • Student response systems and learner engagement in large classes
    Heaslip, G; Donovan, P; Cullen, JG
  • Concept-based instruction and Personal Response Systems (PRS) as an assessment method for introductory materials science and engineering
    Jenkins, M; Goo, EK
  • Examining the benefits and challenges of using audience response systems: A review of the literature
    Kay, RH; LeSage, A
  • Student evaluation of audience response technology in large lecture classes
    MacGeorge, EL; Homan, SR; Dunning, JB; Elmore, D; Bodie, GD; Evans, E; Khichadia, S; Lichti, SM; Feng, B; Geddes, B
  • Peer instruction: A user’s manual
    Mazur, E
  • Transforming the lecture-hall environment: The fully interactive physics lecture
    Meltzer, DE; Manivannan, K
  • Literature review in mobile technologies and learning
    Naismith, L; Lonsdale, P; Vavoula, G; Sharples, M
  • Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation
    Papastergiou, M
  • Interactive student engagement using wireless handheld devices
    Petropoulakis, L; Flood, F
  • El cambio metodológico en el Espacio Europeo de Educación Superior y el papel de las tecnologías de la información y la comunicación
    Pons, J
  • El Espacio Europeo de Educación Superior y las tecnologías de la información y la comunicación. Percepciones y demandas del profesorado
    Pons, J; Moreno, PV
  • Toward the effective use of voting machines in physics lectures
    Reay, NW; Bao, L; Li, P; Warnakulasooriya, R; Baugh, G
  • Improving student participation and motivation in the learning process
    Rodriguez-Largacha, MJ; García-Flores, FM; Fernandez-Sanchez, G; Fernandez-Heredia, A; Millan, MA; Martinez, JM; Vilardaga, I; Bernaldo, MO
  • Experiences with formative assessment in engineering classrooms
    Roselli, RJ; Brophy, SP
  • The impact of using clickers technology on classroom instruction: Students’ and teachers’ perspectives
    Roush, C; Song, L
  • Teaching engineering dynamics by use of peer instruction supported by an audience response system
    Schmidt, B
  • Use of a classroom response system to enhance classroom interactivity
    Siau, K; Sheng, H; Nah, FH
  • Experiences obtained with integration of student response systems for iPod Touch and iPhone into e-learning environments
    Stav, J; Nielsen, K; Hansen-Nygard, G; Thorseth, T
  • Automation, communication and cybernetics in science and engineering
    Stehling, V; Bach, U; Vossen, R; Jeschke, S
  • You can lead a horse to water but you cannot make him learn: Smartphone use in higher education
    Tossell, CC; Kortum, P; Shepard, C; Rahmati, A; Zhong, L
  • Why do only some events cause learning during human tutoring?
    VanLehn, K; Siler, S; Murray, C; Yamauchi, T; Baggett, WB
  • The wear out effect of a game-based student response system
    Wang, AI
  • 11th IASTED international conference on software engineering and application
    Wang, AI; Øfsdahl, T; Mørch-Storstein, OK