Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

Shane Donohue

    Research output: Contribution to journalArticle

    6 Citations (Scopus)
    247 Downloads (Pure)

    Abstract

    The use of audience response systems (ARSs) or ‘clickers’ in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-basedARSquizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, theARSsummary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.
    Original languageEnglish
    Pages (from-to)45-54
    Number of pages10
    JournalEuropean Journal of Engineering Education
    Volume39
    Issue number1
    Early online date09 Sep 2013
    DOIs
    Publication statusPublished - 2014

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