Picture of athlete cycling

Open Access research with a real impact on health...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the Physical Activity for Health Group based within the School of Psychological Sciences & Health. Research here seeks to better understand how and why physical activity improves health, gain a better understanding of the amount, intensity, and type of physical activity needed for health benefits, and evaluate the effect of interventions to promote physical activity.

Explore open research content by Physical Activity for Health...

Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes

Boyle, J.T. and Hamilton, R. and Dempster, W.M. and Nicol, D.J. (2002) Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes. In: 2nd Annual Symposium on Engineering Education, 2002-01-01.

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

Many studies have demonstrated that concept tests followed by immediate feedback and peer discussion improve students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (i.e. computer-generated, peer-generated and tutor-provided) to learning.