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Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

Svetlana Titova, Tord Talmo
Copyright: © 2014 |Volume: 6 |Issue: 3 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466655553|DOI: 10.4018/ijmbl.2014070102
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MLA

Titova, Svetlana, and Tord Talmo. "Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture." IJMBL vol.6, no.3 2014: pp.18-34. https://doi.org/10.4018/ijmbl.2014070102

APA

Titova, S. & Talmo, T. (2014). Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture. International Journal of Mobile and Blended Learning (IJMBL), 6(3), 18-34. https://doi.org/10.4018/ijmbl.2014070102

Chicago

Titova, Svetlana, and Tord Talmo. "Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture," International Journal of Mobile and Blended Learning (IJMBL) 6, no.3: 18-34. https://doi.org/10.4018/ijmbl.2014070102

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Abstract

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

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