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“I enjoyed using SRS in the classroom” – a research study of student response system in Norwegian classes and in further education of language teachers in Norway

European Distance and E-learning Network 2013 Annual Conference, Oslo 12-15 June

Heidi Brøseth Helene Hauge Helene Norbeck

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Overview of the talk

• Student response system (SRS)– About the SRS we use (One2act)– A quick demo– The pedagogy

• Background for our study• The findings

– What did the pupils think?– What did the language teachers think?– What did the teachers attending the online further education course think?

• Conclusion

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Student response system

• The technology is not new (clickers)• The SRS developed at HiST Sør-Trøndelag

University College– Beta-version free of charge

– Computer, wireless internet and device that can connect to the internet

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DEMO of SRS “One2act”

1. Connect to wireless internet

• Network: conferences

• Password: uio202aar

2. Open web browser

3. Go to: http://demo.one2act.com

4. Make your choice according to device

5. Enter today’s code, which you will get from us

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Where did the annual EDEN conference take place in 2012?

A. Dublin, Ireland

B. Valencia, Spain

C. Oporto, Portugal

D. Gdansk, Poland

E. I don’t know

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SRS: the pedagogy

Flexible tool•It is available for different devices•It easy to use•It is anonymous•It engages the entire group•It is suitable for different types of questions•It can be used at different stages in the teaching

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Aim of the project

• to develop an online course for language teachers in comparative syntax (Norwegian and English) which included training in the use of pedagogical tools

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Background and motivation

• Previous research has focused on the use of SRS in higher education and in science classes– Is SRS a suitable pedagogical tool for upper secondary school?

– Is SRS a suitable pedagogical tool in language classes?

• Small scale study– Observation in two Norwegian classes in upper secondary school

– Two teachers - 45 pupils (mean age 17;7)

– Questionnaires

– Interviews – both teachers and pupils

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Findings in small-scale-study(1)

• The pupils were positive to the use of SRS in the teaching

• The pupils found it easier to answer the questions when they could do it anonymously

• The pupils said that they paid better attention to the teaching

• The pupils reported to enjoy the SRS, and they wanted it to be used more

• Some pupils expressed concern that the teacher would not see their achievements

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Findings in small-scale-study (2)

• The teachers receive instant feedback on the teaching

• The teachers considered the SRS particularly beneficial for two groups of pupils: the silent and the attention challenged

• The teachers found that the SRS adds a motivational aspect

• ALL IN ALL: The teachers found the SRS useful

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Further reflections from the course participants

• SRS could be included in primary and lower secondary school

• SRS can be used to increase oral activity in the classroom

• The pupils can gain much from producing the questions and answers themselves

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Conclusion

• SRS is a useful pedagogical tool for language teaching

• SRS can be used in upper secondary school, even in primary school

• SRS brings joy and motivation into the classroom• …but does it increase the learning outcome?

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heidi.broseth@ntnu.no

helene.hauge@ntnu.no

helene.norbeck@ntnuThis research was

funded by:

and