期刊名称:Australasian Journal of Educational Technology
印刷版ISSN:1449-3098
电子版ISSN:1449-5554
出版年度:2018
卷号:34
期号:5
DOI:10.14742/ajet.3743
语种:English
出版社:Australasian Society for Computers in Learning in Tertiary Education
摘要:Most pedagogical literature has generated “how to” approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura’s Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.