Team-based approach using Student Response Systems in Mathematics Tutorials

Patrick Tobin (1) , Con Lozanovski (1) , Carole Haeusler (2)

1 ACU - Australian Catholic University
2 USQ - University of Southern Queensland

Student Response Systems (SRS) have been used widely in higher education as part of active learning and teaching initiatives within lectures. The technology also shows potential in enhancing the student experience in tutorials, in addition to many other benefits. In this study we combine the technology with a team-based approach as part of traditional Mathematics education courses. The focus is on implementing this technologically endowed pedagogy within a tutorial environment. The pedagogical approach developed here is founded on a two tier student response method based on group discussion. The first tier involves individual student responses while the second hinges on group responses. Students receive invaluable, multifaceted, feedback throughout the tutorial from the technology itself through displayed results, the tutor and peer-feedback from team members. An analysis of the data reveals a remarkable polarization of group responses to the correct answer in most cases. To explain this phenomenon we briefly explore a connection between group dynamics and the use of technology that allows for individual anonymity (such as SRS). Finally, we also speculate on the impact of absentees and individuals rejecting the technologically driven pedagogy.

Mots clés: Student Response Systems; Clickers; Tutorials; Mathematics Education; Team-based; Lectures

Domaines: Environnements Informatiques pour l'Apprentissage Humain; Education

Patrick Tobin, Con Lozanovski, Carole Haeusler. Team-based approach using Student Response Systems in Mathematics Tutorials. 2013. ⟨hal-00881787⟩