A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course

Dale, V.H.M. , Britton, J., Dewitz, J. and Wyndham, M. (2013) A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course. Working Paper. University College London.

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With students’ ownership of laptops and mobile devices increasing, there exists an opportunity to harness their use to support interactivity within the traditional classroom. Two educators, motivated to enhance interactivity in a two-day project management course at a UK university, trialled LectureTools, a cloud-based audience-response system. To assess potential benefits to learning and teaching, as well as identifying accompanying challenges, an evaluation study was carried out comprising a range of data sources. These included observation of a LectureTools-based lecture and a student questionnaire followed by a focus group discussion with a subset of students about their experiences throughout the two days. Interviews with both teachers were also conducted, adding to the evaluation research data and giving them an opportunity to reflect on their teaching practice. All participants recognised the benefits of LectureTools in promoting student engagement, learning and discussion while students acknowledged the distractive potential of having laptops in the lecture theatre. Efforts are required by educators to ensure that the interactive potential of laptops in classrooms to enhance learning and teaching is supported while controlling the potential for distraction. Future research is needed to ascertain the impact of using LectureTools on approaches to learning and teaching.

Item Type:Research Reports or Papers (Working Paper)
Keywords:LectureTools, electronic voting, interactive lectures, audience response
Glasgow Author(s) Enlighten ID:Dale, Dr Vicki
Authors: Dale, V.H.M., Britton, J., Dewitz, J., and Wyndham, M.
College/School:University Services > Learning and Teaching Services Division
University Services > Student and Academic Services > Academic Services
Publisher:University College London
Copyright Holders:Copyright © 2013 The Authors
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher.

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