Abstract
Classroom Response Systems (CRS) support teachers getting feedback from their students during their lessons, mostly in lessons with large audiences. While this technology is used more and more, it is less known how students really use CRS for feedback. Moreover the aspect of social communication is mostly underestimated. Our research focus on the social communication in modern CRS and provides grounding in the combination of them. We will show how social communication influences learning and feedback. Furthermore we present a classification of CRS learner types based on the results of an evaluation, including the answer which learner type benefits the most of a CRS. In Addition we present a conceptual and technical design of a Social CRS, which is aware of social communication and these learner types.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Baecker, D.: The network synthesis of social action ii: understanding catjects. Cybern. Human Knowing 15(1), 45–65 (2008)
Baecker, D.: Systems, network, and culture. Soziale Systeme 15, 271–287 (2009)
Baecker, D.: A systems primer on universities. Soziale Systeme 16, 356–367 (2010)
Baecker, D.: Observing networks: a note on asymmetrical social forms. Cybern. Human Knowing 19(4), 9–25 (2012)
Bateson, G.: Mind and Nature: A Necessary Unity. Dutton, New York (1979)
Bateson, G.: Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution and Epistemology, 5th edn. University of Chicago Press, Chicago (2000)
Crouch, C.H., Mazur, E.: Peer instruction: ten years of experience and results. Am. J. Phys. 69, 970 (2001)
Draper, S., Cargill, J., Cutts, Q.: Electronically enhanced classroom interaction. Aust. J. Educ. Technol. 18(1), 13–23 (2002)
Feiten, L., Buehrer, M., Sester, S., Becker, B.: Smile-smartphones in lectures-initiating a smartphone-based audience response system as a student project. In: CSEDU, vol. 1, pp. 288–293 (2012)
Ferguson, R.: The state of learning analytics in 2012: A review and future challenges. Knowledge Media Institute, Technical Report KMI-2012-01 (2012)
Fies, C., Marshall, J.: Classroom response systems: a review of the literature. J. Sci. Educ. Technol. 15(1), 101–109 (2006)
Jenkins, A.: Technique and technology: electronic voting systems in an English literature lecture. Pedagogy 7(3), 526–533 (2007)
Kay, R.H., LeSage, A.: Examining the benefits and challenges of using audience response systems: a review of the literature. Comput. Educ. 53(3), 819–827 (2009)
Kundisch, D., Sievers, M., Zoyke, A., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J.: Designing a web-based application to support peer instruction for very large groups. In: International Conference on Information Systems (2012)
Laurillard, D.: A conversational framework for individual learning applied to the ‘learning organisation’ and the ‘learning society’. Syst. Res. Behav. Sci. 16(2), 113–122 (1999)
Laurillard, D.: Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies, 2nd edn. RoutledgeFalmer, London (2002)
Laurillard, D.: Digital Technologies and Their Role in Achieving Our Ambitions for Education. ERIC (2008). ISBN: 978-0-8547-3797-0
Laurillard, D.: Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge, New York (2012)
Masschelein, J., Simons, M.: The university in the ears of its students: on the power, architecture and technology of university lectures. In: Ricken, N., Koller, H.-C., Keiner, E. (eds.) Die Idee der Universität - revisited, pp. 173–192. Springer Fachmedien, Wiesbaden (2013)
Ruesch, J., Bateson, G.: Communication: The Social Matrix of Psychiatry., vol. 114. The Norton Library, Norton, New York (1951)
Shannon, C.E.: A mathematical theory of communication. Bell Syst. Tech. J. 27(3), 379–423 (1948)
De Smet, A.: Multistability. Wikipedia, June 2007
Vetterick, J., Garbe, M., Cap, C.H.: Tweedback: a live feedback system for large audiences. In: 5th International Conference on Computer Supported Education (CSEDU) (2013)
Vetterick, J., Garbe, M., Daehn, A., Cap, C.H.: Classroom response systems in the wild: technical and non-technical observations. Int. J. Interact. Mob. Technol. 8(1), 21–25 (2014)
Weimer, M.: Learner-Centered Teaching: Five Key Changes to Practice, 2nd edn. Jossey-Bass, San Francisco (2013)
White, H.C.: Identity and Control: How Social Formations Emerge, 2nd edn. Princeton University Press, Princeton (2012)
Acknowledgements
This work was supported in part by the German Federal Ministry of Education and Research (BMBF) and the University of Rostock. We gratefully acknowledge the professional and motivating atmosphere offered by them in supporting our study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Schwennigcke, B., Vetterick, J., Marquitz, K., Cap, C.H., Sucharowski, W. (2015). Innovating Academic Knowledge Communication with Social Classroom Response Systems. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2014. Communications in Computer and Information Science, vol 510. Springer, Cham. https://doi.org/10.1007/978-3-319-25768-6_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-25768-6_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-25767-9
Online ISBN: 978-3-319-25768-6
eBook Packages: Computer ScienceComputer Science (R0)