Assessment of the Web-based Audience Response System (ARS) - PowerPoint Presentation

Assessment of the Web-based Audience Response System (ARS) Socrative for Biomedical Science Revision Classes Dr Matthew McKenzie LES Deakin University Learning and Teaching Conference 2019

How doe we engage students in a passive learning environment? Engaged students But are they all answering the questions? Passive learning in a class/lecture Low engagement A udience response systems (ARSs ) can increase engagement -anonymous -ease of use (any digital device) -free ( Socrative , up to 50 students) -little quantitative data on their effectiveness

Revision Classes in SLE346Molecular Basis of Disease 110 students 5 Revision Classes ~18 multiple choice and short answer questions ‘Traditional Class’ – verbal question and answer format‘Socrative Class’ – Socrative app with anonymous answersBoth classes livestreamedStudent Survey: Non-compulsory and anonymous (hardcopy or online) 14 questions comparing the revision classes12 multiple choice, 2 short answer 18 responses How do the 2 revision class formats compare? What do the students think about the 2 formats? Which format do the students prefer? (and why?)

How does Socrative work? Have you used Socrative before in your teaching? Room Name: MCKENZIE8802

How does Socrative work? Q1. Have you used Socrative before in your teaching ?YesNo Q2. Which AFL team is the best?A. GeelongB. Richmond C. OtherD. Don’t careQ3. Of the following cancer treatments, which one would most specifically target cancer cells? A. Chemotherapy B. Radiotherapy C. Angiogenesis inhibitors D. Monoclonal antibody

Revision Classes in SLE346Molecular Basis of Disease ‘ Traditional Class’ – verbal question and answer format ~20 students attended the class in person 1 student watched the livestream116 on-demand views‘ Socrative Class’ – Socrative app with anonymous answers16 Students attended in person 12 students watched the livestream 85 on-demand viewsCloudDeakin data (11/11/2019)

SLE346 Student Survey: Class Participation Survey data matches overall participation: More students livestreamed the Socrative class- T hey can interact from home using Socrative (Most respondents attended class, but most survey responses were hard copies; 14/18)

SLE346 Student Survey: Answering Questions 3 Students answered one or more questions 5 Students answered a few questions 9 students answered all/almost all questions More students answered questions using Socrative (and answered more of the questions)

SLE346 Student Survey: Answering Questions ‘felt a bit self-conscious about answering questions out loud ’ ‘prefer using the app (as it is) more anonymous and less uncomfortable ’ More students felt comfortable to answer questions using Socrative No students felt uncomfortable Level of comfort correlated with answering questions in Socrative class

SLE346 Student Survey: Usefulness and Satisfaction Both classes: some level of usefulness - none ranked them ‘slightly useful or not useful’ -importance of well-prepared and clearly-delivered revision class - m ore students ranked the Socrative class ‘extremely useful’ Both classes: no rankings of ‘neutral’ or dissatisfaction (‘somewhat’ or ‘very’) Socrative class: more students very satisfied Overall satisfaction correlated with the level of usefulness for both classes

SLE346 Student Survey: Class Preference More students preferred the Socrative class, and would prefer this style in the future Socrative incorporated into next 3 Revision Classes!

SocrativeIncreased student interaction More students answered questions More questions answered per student Increased sense of usefulness and satisfaction Instant formative feedback for studentsAllows teacher to pace class and revise content as required SLE346 Student Survey: Conclusions

Thank you for your attention!