The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

dc.creator	George Masikunas
dc.creator	Andreas Panayiotidis
dc.creator	Linda Burke
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:03Z
dc.date.available	2015-07-20T22:05:03Z
dc.identifier	10.3402/rlt.v15i1.10903
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/ffcff1cafc874e26a6795be655f6cfd3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9505
dc.identifier.uri	https://doaj.org/article/ffcff1cafc874e26a6795be655f6cfd3
dc.description	This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using case-study methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A ‘threefold typology' emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshaw's framework, and examines how the EVS-style lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshaw's model. The conclusions show how the use of a userfriendly EVS in large lectures motivates students, develops students' cognitive and social learning skills, and improves learning effectiveness.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10903
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 15, Iss 1 (2007)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning
dc.type	Article