Anonymity and in class learning: The case for electronic response systems
Anonymity and in class learning: The case for electronic response systems
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匿名和课堂学习：电子响应系统的案例
DOI：
10.14742/ajet.1286
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发表时间：
2006
影响因子：
4.1
通讯作者：
Paul Ginns
中科院分区：
文献类型：
--
作者：
M. Freeman;Paul J. Blayney;Paul Ginns
本研究是对课堂形成性提问的替代性回答方法的研究。学生的匿名从他们的同龄人和教师进行了研究，通过研究设计，保持一个恒定的互动教学策略，在一个大的演讲厅，在所有方面，除了学生所使用的方法来回答课堂上的问题。手持电子应答键盘是唯一提供完全匿名的方法。学生对匿名的好处的看法是从课程结束时进行的调查中获得的。结果表明，匿名性是影响学生参与课堂练习意愿的关键因素。此外，研究结果表明，学生参与课堂提问的倾向随着匿名程度的增加而增加。匿名的好处，加上电子应答系统的可用性和可负担性的增加，将引起热衷于设计引人入胜的学习环境的学者的兴趣。
This research presents the results of a study of alternative response methods for in class formative questioning. Students' anonymity from their peers and instructor was studied through a research design that maintained a constant interactive teaching strategy in a large lecture hall, in all respects except for the method used by students to respond to the in class questions. A handheld electronic response keypad was the only approach affording complete anonymity. Student perceptions of the benefits of anonymity were obtained from a survey conducted at the end of the course. The results suggest that anonymity is a critical factor affecting student willingness to participate with in class exercises. Furthermore, the results indicate that students' propensity to engage with in class questions increases with the degree of anonymity provided to the student in revealing their response. The benefit of anonymity, combined with the increased availability and affordability of electronic response systems, will be of interest to academics keen to design engaging learning environments.