Adopting student response system in online ethics learning: practice and evaluation

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Technology Enhanced Learning Pub Date : 2023-01-01 DOI:10.1504/ijtel.2023.133775

Ken C.K. Tsang, Alvin Y.T. Wong, Ivy Chan, Simon C.W. Wong, Joseph C.H. So

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引用次数: 0

Abstract

The Student Response System (SRS) adds interactive elements in classrooms. Students can use their handheld devices to share their views actively during in-class polling. For ethics learning, it can facilitate free exchanges of ideas in a judgement-free environment and effectively arouse participants' interest and inquiry of ethics. In a community college in Hong Kong, two ethics seminars were shifted from face-to-face to face-to-screen mode due to COVID-19 pandemic. They were blended with a popular SRS, Poll Everywhere, to facilitate opinion sharing. Other than verbal discussion, students participated by casting their choices about some ethical dilemmas in real-time through Poll Everywhere. Post-activity survey reflected that the approach of adopting SRS in online ethics learning facilitated participants to express their views, increased participants' engagement and provided participants psychological safety to share opinions. The learning mode contains the nature of both interactivity and sincere sharing, and hence is specifically fit for ethics education.

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在网络伦理学习中采用学生反馈系统:实践与评价

学生反应系统(SRS)在课堂上增加了互动元素。学生可以在课堂投票中使用手持设备积极分享他们的观点。对于伦理学习来说，它可以在一个没有评判的环境中促进思想的自由交流，有效地激发参与者对伦理的兴趣和探究。在香港一所社区大学，由于新冠肺炎疫情，两场伦理研讨会从面对面的方式改为面对面的方式。它们与流行的SRS(民意调查无处不在)相结合，以促进意见分享。除了口头讨论之外，学生们还通过“Poll Everywhere”实时投票，对一些道德困境进行选择。活动后调查显示，在网络伦理学习中采用SRS的方法，有利于参与者表达自己的观点，提高了参与者的参与度，并为参与者提供了分享观点的心理安全感。这种学习模式兼具互动性和真诚分享的性质，特别适合伦理教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Technology Enhanced Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.70%

发文量

期刊介绍： IJTEL focuses on promoting and disseminating research in e-learning and distance education worldwide. It encourages multidisciplinary research in online learning/teaching, technology-enabled design and deployment of academic programmes, teaching projects and initiatives, emerging technologies and applications, blended online and face-to-face teaching modes, materials and pedagogy. IJTEL aims: to provide holistic, multidisciplinary discussion on technology-enhanced learning research; to promote international collaboration and the exchange of ideas/know-how on technology-enhanced learning; and to investigate strategies on how technology-enhanced learning can promote sustainable development. Topics covered include: -Technology enhanced learning (TEL) domain -Key issues: effective strategies, learning models/theories -ICT deployment in education: policy, integration, extensibility, interoperability -Pedagogical theories/models, constructivist approaches -Collaborative/context aware/personalised approaches -Communities of learners -Web 2.0, semantic web -Adaptive/personalised hypermedia, metadata/content standards -Free/open source software, ubiquitous/pervasive/grid technologies -Intelligent agents, learning management systems, emerging technologies -TEL practices in different educational/learning contexts -Surveys of TEL adoption in education -TEL tools/emerging technologies, new generation TEL -Government policies for TEL promotion -Challenges, future of TEL, roadmaps for the future