Rationale
Educational research
(e.g.
Sawyer, 2006)
has converged on the conclusion that
students learn best when they actively construct their own
knowledge. However, the structure of most large-enrollment
lecture classes discourages active engagement. When an instructor
in a college lecture class asks questions, typically only a
few students respond.
Recently, many faculty have begun using "clickers" to pose
multiple-choice questions. But these systems, though
robust limit the nature of interaction and feedback to the
instructor. Also, they do not replicate the kinds of
open-ended questions that students have to answer on other
course assessments.
We believe that
wireless mobile technology, such as HP IPAQs offers a better
solution. Through appropriately designed Web-based software we
have greatly expanded the question types and improved the
richness of interaction. This solution allows us to
create a real-time individualized, adaptive and
classroom
interactive learning system
rather than merely a
classroom
response system.
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Pedagogy
Before the changes implemented by this project the
classes often used "clickers" to facilitate interaction during
lectures.
Since 2004 we have begun using wireless HP IPAQs to facilitate
interaction.
An excellent
review of classroom interaction systems and underlying
pedagogy is provided by
Judson
& Sawada (2002) and we found this review
extremely helpful in redesigning the pedagogy for the course.
Judson & Sawada point out that it was not merely the
technology, but rather use of appropriate pedagogy that
resulted in improved learning. Indeed, they warned that
"an electronic response system does not come pre-packaged in
an interactive learning environment."
The overarching
pedagogical principles that guided our approaches are
elucidated by
Hake (1998) who demonstrated that students in
interactive learning environments performed on conceptual
learning assessments than those in traditional instructional
environments. In particular, we adapted Mazur's strategy
of "Peer Instruction"
(Crouch & Mazur, 2001) in our classroom. Students
were asked a question over the system and asked to first
respond individually. Next they were asked to discuss their
responses with their neighbor and finally, they were asked to
respond again. Mazur found that this technique greatly
improves student performance on the assessment and fosters
interactive and collaborative learning.
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Technology
Since 2004 we
have begun using wireless HP IPAQs to facilitate interaction.
In 2004 we used the "K-State Survey System" software as the
interface for interactions. There were several
inadequacies in this software, because it was designed to
administer static surveys that once posted did not change.
An interaction classroom system uses a fundamentally different
paradigm in that it requires the instructor to pop questions
at appropriate times in the lecture.
In 2005 we
developed and implemented "K-State InClass" a Web-based
interaction software that affords students and instructors a
wide range of communication options (See Student User Guide
here). Instructors are no
longer limited to multiple-choice questions. Rather they can
ask open-ended questions, ranking task questions and several
others. They can also sequence questions adaptively so that
students receive a question based on their answer to the
preceding question. Most importantly, the communication
is two-way: students too can post comments and questions to
the instructor that pop-up on the instructor's screen during
lecture.
Overall, the
technology provides for greater interaction and active
learning by students. It also affords the instructor the
opportunity to collect as well as respond to real-time
feedback about the lecture from students and adapt her/his
teaching to the students' needs in real-time whenever needed.
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Impact on
Teaching
Instructors have changed their
teaching significantly since using PDAs.
-
Interaction: We used to have a hard time getting
students to speak up, we now use a PDA-based classroom
interaction system as a catalyst for greater interaction.
-
Real-Time Feedback: Our software
"K-State InClass"
allows the instructor to pop a question to students and
monitor the answers to acquire immediate formative assessment
on student learning.
-
Real-World Connection: The PDAs allow students to
connect online during lecture. This allows the instructor to
choose realistic examples in class.
-
Tracking
Student Progress: “K-State InClass” collects data on
how often students attend and how they participate. Our data
shows student work in class correlates with course
performance.
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Impact on Learning
We have
examined student learning through a variety of measures.
A complete report is available
here.
To summarize we found the following:
-
Statistically significant improvement on course grades when
using PDAs. T-test indicates higher grades at p<0.03 (one
tailed) than previous year with identical course content, exam
difficulty and instructor.
-
Student final course grades correlated (R=0.38)
with the use of the PDAs in the classroom, i.e. those who used
PDAs in their learning in the classroom were more likely to do
better in the course. The correlation is statistically
significant at p<0.0005.
Both of these results indicate that the PDAs
when used in conjunction with interactive pedagogy improved
student learning.
We also conducted an online survey of the
students enrolled in the class in which classroom interaction
system with HP Pocket PCs are used.
The
complete survey results are available here. A
majority of students either agreed or strongly agreed with the
following statements:
-
The system is easy to use in class (65%);
-
Responding
to the questions in class by using the hand-held computers was
useful to my learning
(63%);
-
Interacting with other students while discussing
the questions in class to be answered on the hand-held
computers was very useful to my learning (61%);
-
After
we respond to the questions, the instructor clarifies what we
do not understand (79%);
-
I recommend that other instructors in my
other classes also use these hand-held computers
(56%);
-
My experience with hand-held computers in
this class has made it more likely for me to use these or
other similar technologies in my own teaching if I have the
opportunity (65%).
Overall, we can chart our
progress as follows:
Before
the Project : Most students were typically disengaged in learning the class.
One Year Ago : Students more engaged with the use of interaction
system, but frustrated with glitches in technology.
Today :
"K-State InClass" improves
interaction and more completely harnesses the potential of the
PDA.
One Year From Now
What will success
look like? Further improvements in student learning and
real-world connections.
What compelling
evidence are you collecting about your students?
How do you know if
your course is effective?
What is the data
telling you so far?
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"I think that it is a creative way to get
feedback from students."
"I love using these
hand-held computers. I really like how it provides feedback
directly to the teacher. I plan on getting one of these, for
my own personal use."
"They
are really easy to use and with the questions and response
method it is easy to participate in class. It seems to really
show the weak areas of the class to the professor."
"The
best thing about the hand-held computers is that they provide
useful feedback to the instructor about whether or not we
understand."
"The hand-held computers
are helpful for the teacher to see how much the students know.
But in a way, I think they take more time because there always
seems to be problems with them."
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Contact Us
http://web.phys.ksu.edu/HP_project
Principal Investigator:
N. Sanjay Rebello
srebello@phys.ksu.edu
Associate Professor, Physics
Department
Kansas State University
Phone:
(785) 532-1612
Fax: (785) 532-6806
Other
Participating Faculty & Staff:
Dean A. Zollman
dzollman@phys.ksu.edu
Distinguished Professor & Head
Physics Department
Kansas State University
Phone:
(785) 532-1612
Fax: (785) 532-6806
Peter Nelson
pnelson@phys.ksu.edu
Instructional Support,
Physics Department
Kansas State University
Phone:
(785) 532-1629
Fax: (785) 532-6806
Rebecca Gould
ragou@ksu.edu
Director, Information Technology
Assistance Center
Kansas State University
Phone:
(785) 532-2298
Fax: (785) 532-3199
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Publications
Rebello, N. S. (2005) "Evolving
Classroom Response Systems at K-State: From ‘Classtalk’ To
‘Clickers’ To Wi-Fi enabled PDAs," Invited talk at the
KSU Technology Showcase, November 2005.
Zollman, D. A. and Rebello, N. S. (2005) “A
Wireless Pocket PC Based Classroom Response System,” Paper
presented at the European Physics Education Conference,
June 2005. "Professor
Examines Practical Ways to Use PDAs in Classroom,"
Newswise, Article in on March 1, 2005.
Zollman, D. A. and Rebello,
N. S. (2005) "The
evolving classroom response system at Kansas State University:
Classtalk, PRS, & PDAs," Contributed Talk, 2005 Winter
Meeting of the American Association of Physics Teachers,
Albuquerque, NM, January 2005. Rebello,
N. S. (2004) "Progress
Overview & Results Report: Using HP handheld computers in our
classrooms" Contributed Poster, 2004 HP Technology
for Teaching Conference,
Monterrey, CA, November 2004.
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References
Crouch, C. H. and Mazur, E. (2001)
“Peer
instruction: ten Years of experience and results,”
American Journal of Physics, 69 (9),
970-977.
Hake, R. (1998). "Interactive
engagement versus traditional methods: A six thousand student
survey of mechanics test data for introductory physics courses."
American Journal of Physics, 66 (1), 64-74.
Judson, E. and
Sawada, D. (2002) “Learning
from past and present: electronic response systems in college
lecture halls,” Journal of Computers in Mathematics
and Science Teaching, 21 (2).
Sawyer, R. K. (2006). The
Cambridge Handbook of The Learning Sciences. New York,
NY: Cambridge University Press.
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This
project supported in part by an HP
Technology for Teaching grant.
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