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Using asynchronous electronic surveys to help in‐class revision: A case study
Author(s) -
Tong Vincent C. H.
Publication year - 2012
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2011.01207.x
Subject(s) - electronic voting , asynchronous communication , computer science , class (philosophy) , interactivity , curriculum , context (archaeology) , voting , multimedia , mathematics education , psychology , pedagogy , artificial intelligence , telecommunications , paleontology , politics , political science , law , biology
Synchronous e‐voting systems (commonly known as ‘clickers’) have become increasingly popular as they can be used to enhance interactivity in lectures. Asynchronous electronic surveys (AESs), unlike these voting system, usually serve as a method of gathering feedback before or after teaching sessions. This paper describes and evaluates a project involving the use of AES with an integrated follow‐up lecture in an undergraduate science module. The study shows that the AES enhanced the students' learning experience by (1) prompting them to review previously taught material and (2) providing an engaging context for teaching in the follow‐up lecture. As AES can act as an effective link between module components, they can be used as a pedagogical device for improving the coherence of a curriculum. AES is, therefore, a valuable e‐learning platform, especially given the growing emphasis on interdisciplinary and multidisciplinary modules in recent years. Practitioner Notes What is already known about this topic• Electronic voting and surveys can either be conducted during the teaching (synchronous) or be employed before or after the teaching (asynchronous). • Synchronous voting devices, such as ‘clickers’, are widely used in lecturing. • Asynchronous electronic surveys (AESs) are mainly used in assessments and teaching evaluation.What this paper adds• Novel implementation of AES: it can be used in conjunction with a follow‐up lecture. • Novel pedagogic application of AES: it can be used to help (1) students prepare for exams and (2) lecturers tailor their teaching to students' needs at the same time. • An evaluation of the students' perspectives on the use of AES with a follow‐up lecture in an undergraduate science module.Implications for practice and/or policy• AES can be used to enhance the delivery of lectures as students may find the release of survey results an engaging experience. • It is a good practice to keep AES simple and anonymous. • AES with follow‐up lectures can provide effective links between different teaching components in a module.