Using Socrative to enhance in-class student engagement and collaboration

DAKKA, Sam (2015). Using Socrative to enhance in-class student engagement and collaboration. International Journal on IntegratingTechnology in Eductaion, 4 (3), 13-19.

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Official URL: http://airccse.org/journal/ijite/papers/4315ijite0...
Link to published version:: https://doi.org/10.5121/ijite.2015.4302
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    Abstract

    Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education

    Item Type: Article
    Departments - Does NOT include content added after October 2018: Faculty of Science, Technology and Arts > Department of Engineering and Mathematics
    Identification Number: https://doi.org/10.5121/ijite.2015.4302
    Page Range: 13-19
    Depositing User: Sam Dakka
    Date Deposited: 20 Dec 2016 14:29
    Last Modified: 26 Jan 2018 18:23
    URI: http://shura.shu.ac.uk/id/eprint/14250

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