Lectures are an effective method of one individual communicating with an audience but this one-way content transmission encourages passivity and disengagement from members of the audience ([1], p. 223; [2], p. 16). One method to increase engagement is to ask questions but in reality this only engages students who ‘volunteer’ an answer ([3], p. 19). An approach which encourages more active learning may be beneficial.
There is a first year mathematics module of around 180 students at Nottingham in which the lecturer uses multiple-choice questions for an interactive session in an examples class. The students fill their responses out on an Optimal Mark Reader (OMR) sheet so the lecturer can get a detailed report on the responses. This report is useful in directing future classes but takes time to process. The students also give a ‘show of hands’ so the lecturer can give in-class feedback. While giving each student the chance to participate in the session, the practical difficulties of counting hands mean this approach does not scale very efficiently. Also, Wit [2] reports students experiencing inhibitors such as “fear of ridicule by the lecturer or their peers” (p. 16) so the lack of anonymity may preclude a comprehensive and honest response. Anonymity can be addressed somewhat through holding up more discreet coloured cards matching different responses but not completely and the problem of counting remains. Often you see new technology crying out for a problem to solve; here I see a problem waiting for improved technology. Asking around, I found other lecturers that were interested in using questioning to improve engagement in more traditional lecture scenarios….
Lectures are an effective method of one individual communicating with an audience but this one-way content transmission encourages passivity and disengagement from members of the audience ([1], p. 223; [2], p. 16). One method to increase engagement is to ask questions but in reality this only engages students who ‘volunteer’ an answer ([3], p. 19). An approach which encourages more active learning may be beneficial.
There is a first year mathematics module of around 180 students at Nottingham in which the lecturer uses multiple-choice questions for an interactive session in an examples class. The students fill their responses out on an Optimal Mark Reader (OMR) sheet so the lecturer can get a detailed report on the responses. This report is useful in directing future classes but takes time to process. The students also give a ‘show of hands’ so the lecturer can give in-class feedback. While giving each student the chance to participate in the session, the practical difficulties of counting hands mean this approach does not scale very efficiently. Also, Wit [2] reports students experiencing inhibitors such as “fear of ridicule by the lecturer or their peers” (p. 16) so the lack of anonymity may preclude a comprehensive and honest response. Anonymity can be addressed somewhat through holding up more discreet coloured cards matching different responses but not completely and the problem of counting remains. Often you see new technology crying out for a problem to solve; here I see a problem waiting for improved technology. Asking around, I found other lecturers that were interested in using questioning to improve engagement in more traditional lecture scenarios….
