Improving individualised feedback using allocated clickers, reports and a virtual learning environment

Curtis, Fiona and Sawdon, Marina (2011) Improving individualised feedback using allocated clickers, reports and a virtual learning environment. In: Turning Technologies User Conference, 2011-10-27.

Abstract

Detailed summary: First year medical students (n=102) were each assigned a Turning Technologies Response Card RF at the start of the academic year in exchange for a small deposit. They were regularly assessed on their understanding in physiology lectures throughout the Cardiovascular, Respiratory and Renal Medicine module by answering questions using the Turning Technologies ARS. In class, students were provided with instant feedback, including explanations of the answers. Participant lists were used to track individual responses and Turning Point reports were generated. In addition to in-class feedback, generalised and personalised feedback was available to students via our VLE. The generalised feedback consisted of a graphical representation of the class results along with written explanations of the answers, and was identical for all students. The personalised feedback comprised a record of the responses chosen by each student, whether these were correct or incorrect, and an overall percentage score for each session. This was provided using the VLE (blackboard) GradeCentre. Students were asked to complete an online evaluation form including Likert-scale and free-text questions (completion rate = 42.2%). Students rated their satisfaction with the feedback provided in-class and via the VLE. Students also rated their use of the feedback received to target their self-directed learning towards meeting their Learning Objectives and in examination preparation. We will discuss these quantitative findings alongside the qualitative data. When implementing any learning technology, practical issues must be considered alongside pedagogical benefits. A number of factors were uncovered during the project which may influence the use of this method in future. These relate to students forgetting to bring, or losing, their Response Cards, some software issues and the time required to upload results into the VLE. These, and potential solutions, will be discussed. 3 Take home messages: 1. The majority of students felt that the use of KEEpads in lectures provided individualised feedback. 2. Personalised feedback delivered within a VLE does provide additional individualised feedback, above that provided in class, to some students. 3. A number of factors should be considered when implementing this method of ARS use combined with personalised feedback via a Virtual Learning Environment.