Integrating Student Response Technology into a Large Undergraduate Course
Students’ Perceptions of their Motivations and Feedback
Bibliographic Data
| ID | 12815596 |
|---|---|
| Authors | Scott Matteson (0009-0000-4444-2853), Michael M Grant (0000-0002-3062-686X) |
| Year | 2024 |
| Volume | 68 |
| Issue | 6 |
| Pages | 1013-1032 |
| Publication date | 2024-09-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-024-00996-5 |
| OpenAlex | W4402286002 |
| Language | EN |
| References cited | 127 |
The purpose of this research was to explore how and in what ways students perceived the integration of student response technology, case studies, and discussions in a largely populated undergraduate course in management of human services at a large midwestern university affected their motivation, interest, and feedback. Qualitative data collection consisted of written artifacts ( n = 56) and one-on-one interviews ( n = 8). The qualitative findings showed that student response technology increased motivation and influenced learning with enjoyment, interest, and inclusion; and instructional feedback was perceived as immediate, constructive, and from various sources. In addition, a discussion, implications, and limitations are presented
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The Coding Manual for Qualitative Researchers
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Moving Beyond the Lecture
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The Power of Feedback
Purposeful Sampling in Qualitative Research Synthesis
Framing student engagement in higher education
| Citation velocity | historical |
|---|---|
| Highly cited | No |