Does active participation via integrated questions in large lectures matter?

Wakefield, J; Tyler, J

Does active participation via integrated questions in large lectures matter?

Wakefield, J

Tyler, J

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Publisher:: CELL PRESS
Publication Type:: Journal Article
Citation:: Heliyon, 2023, 9, (5), pp. e15873
Issue Date:: 2023-05

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Field	Value	Language
dc.contributor.author	Wakefield, J https://orcid.org/0000-0001-7269-0141
dc.contributor.author	Tyler, J
dc.date.accessioned	2024-03-03T23:55:34Z
dc.date.available	2023-04-24
dc.date.available	2024-03-03T23:55:34Z
dc.date.issued	2023-05
dc.identifier.citation	Heliyon, 2023, 9, (5), pp. e15873
dc.identifier.issn	2405-8440
dc.identifier.issn	2405-8440
dc.identifier.uri	http://hdl.handle.net/10453/176029
dc.description.abstract	This paper investigates whether the intensity of participation in large lecture quizzes in a tertiary education context, facilitated and monitored by an online platform, is associated with better examination performance. The platform mirrors lecture slides onto student devices and uses integrated "clicker" style questions within the lecture to quiz students on concepts learned. Using regression, we find that the intensity of quiz participation is positively related to students' performance. Student study perceptions, based on study and career plans, moderate the results. These findings are relevant to educators, especially in a post-COVID-19 learning environment, where the online quiz function could be used to foster participation.
dc.format	Electronic-eCollection
dc.language	eng
dc.publisher	CELL PRESS
dc.relation.ispartof	Heliyon
dc.relation.isbasedon	10.1016/j.heliyon.2023.e15873
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Does active participation via integrated questions in large lectures matter?
dc.type	Journal Article
utslib.citation.volume	9
utslib.location.activity	England
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Accounting Discipline
utslib.copyright.status	open_access	*
dc.date.updated	2024-03-03T23:55:31Z
pubs.issue	5
pubs.publication-status	Published online
pubs.volume	9
utslib.citation.issue	5

Abstract:

This paper investigates whether the intensity of participation in large lecture quizzes in a tertiary education context, facilitated and monitored by an online platform, is associated with better examination performance. The platform mirrors lecture slides onto student devices and uses integrated "clicker" style questions within the lecture to quiz students on concepts learned. Using regression, we find that the intensity of quiz participation is positively related to students' performance. Student study perceptions, based on study and career plans, moderate the results. These findings are relevant to educators, especially in a post-COVID-19 learning environment, where the online quiz function could be used to foster participation.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/176029