June 15, 2014
June 15, 2014
June 18, 2014
Computers in Education
24.988.1 - 24.988.12
Poll Everywhere! Even in the Classroom: An investigation into the impact of using PollEverywhere in a large-lecture classroomAbstract: Over the past several years, there has been a call in higher education to move fromtraditional lecturing to a more active classroom. However, many faculty members face multiplechallenges when attempting to make a large lecture (over 100 students) an active learningenvironment1. One way researchers have suggested engaging a large lecture is through ConceptTests and Peer Instruction2,3, which can require additional resources to be purchased by thestudents, such as electronic response systems or “clickers”4-6. This study will investigate theapplicability of utilizing the free software Polleverywhere, which can be accessed using studentcell phones (Text messages and Twitter) or laptop computers (www.pollev.com), as a potentialmethod to improve student engagement by fielding open questions and content specific questionsin a more efficient manner as perceived by students in a large-lecture classroom.The purpose of this study is to investigate the impact of implementing polling software(PollEverywhere) on student engagement in an introductory computer science large lectureclassroom (n = 300-400). The ease of use of this technology can help with the adoption of thisactive learning strategy. Research needs to be done to measure the impact of this software.During the fall semester of 2013, a pilot study is being completed in an introductory computingcourse for non-computer science majors. Attendance at lecture for this course was optional andduring lecture students were regularly asked to use the Polleverywhere software to respond toboth open-ended, reflective questions and multiple-choice, content specific questions. A surveywas distributed online at the beginning of the study to evaluate student opinion of the course andtheir general views of this type of response system. At the end of the semester, students wereagain asked to complete the survey to gauge if using the Polleverywhere software specificallychanged their views on the course or on using response systems in the class. The survey was sentto the entire course, including both students who attended lecture and did not attend lecture.Students’ opinions of the course and Polleverywhere were compared between the two groups ofstudents.This pilot study is currently being conducted, but will have results by the draft deadline inJanuary. A summary of results will be provided in the full paper along with discussion andimplications for research and practice. We are excited to present our finding at the ASEEconference and obtain feedback on possible future work in this area. References1. Felder RM, Brent R. Active learning: An introduction. ASQ Higher Education Brief. 2009;2(4).http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper%28ASQ%29.pdf.2. Prince M, Felder R. The many faces of inductive teaching and learning. Journal of College Science Teaching.2007;36(5):14-20.3. Meltzer DE, Manivannan K. Transforming the lecture-hall environment: The fully interactive physics lecture.American Journal of Physics. 2002;70(6):639-654. doi: 10.1119/1.1463739.4. Crouch C, Mazur E. Peer instruction: Ten years of experience and results. American Journal of Physics.2001;69(9):970-977. doi: 10.1119/1.1374249.5. Greer L, Heaney PJ. Real-time analysis of student comprehension: An assessment of electronic student responsetechnology in an introductory earth science course. Journal of Geoscience Education. 2004;52(4):345.6. Mazur E. Peer instruction: A user’s manual. Englewood Cliffs, NJ: Prentice-Hall; 1997.
Kappers, W. M., & Cutler, S. (2014, June), Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverywhere in a Large-Lecture Classroom Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22921
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