Piloting a Personal Response System at an Arabic University
Dale Havill, Dhofar University, Oman
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The goal of this study was to explore students' reaction to use of a personal response system (PRS) as a tool for breaking away from traditional teaching and learning practices in Middle Eastern university classrooms. A PRS system typically includes a TV-like remote control for each student, and an infrared sensor connected to a computer that collects students' individual responses and displays group results. Participants included fifty-one graduate students enrolled in a one year diploma program training to become English teachers. Strengths and weaknesses of using the PRS in a specific Middle Eastern cultural context are described. Results include a survey of teacher trainees' attitudes, views, and experiences using the PRS, as well as their judgments about potential use of the PRS in their future classrooms. Students' performance on a multiple-choice quiz was compared in two conditions: lecture utilizing PRS vs. lecture with no PRS.
Havill, D. (2007). Piloting a Personal Response System at an Arabic University. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2219-2228). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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Tracy Johnson & Amy Meckelborg, University of Alberta, Canada
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4709–4717
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