Educational Implication For Adopting Open-Ended Response Systems In Higher Education: The Scenario Of Wa Polytechnic, Ghana.
[Full Text]
AUTHOR(S)
Nicholas A. Tetteh, Joseph Osei, Harry B. Essel
KEYWORDS
Information, Communication, Technology, Student-Response System, teaching, learning.
ABSTRACT
Teaching and learning is fundamentally a two-way affair: the teacher transferring knowledge and the learner making meaning from the knowledge. Teaching becomes complete when the learner acquires the knowledge transferred and applies it appropriately to real life situations. However, in Ghana, teaching and learning has undergone a lot of alteration coupled with both negative and positive effects. In Wa Polytechnic, teaching and learning has seen little or no improvement, with regards to information and communication Technology (ICT), making it difficult for students to acquire 21st century skills and be part of the digitally connected ecosystem. Active classroom participation and engagement, information sharing, communication collaboration coupled with large class sizes have been a problem for teachers and students in Wa Polytechnic; hence, the need to conduct a study to identify productive solutions that enhance students’ participation and engagement in the classroom. The study investigates the role of ICT in augmenting active participation and engagement of students in the classroom via open-ended response systems. The study was conducted using Educational Design Research (EDR) methods. A critical analysis was done by studying the responses of the respondents which identified three forms of students’ classroom participation and engagement: verbal classroom participation, non-verbal classroom participation and after classroom teaching and learning activities. Smart phones, laptop, tablet, iPad and regular cellular phone were the predominant devices used by students for other purpose rather than teacher-led class activities. When students were made to actively participate in the classroom using the devices as open-ended response system, students’ engagement and their ability to contribute during lectures appreciated comparatively. It was, however, evident that open-ended response system was effective tool to manage large class sizes as students who were timid could contribute creatively in class which altered their character of learning.
REFERENCES
[1] Ally, M. (2009). Mobile Learning. Canada. AU Press, Athabasca University.
[2] Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6(2), 21-35.
[3] Campbell, S.W. (2006). Perceptions of Mobile Phones in College Classroom: Ringing, Cheating, and Classroom Policies. Communication education (online), 55(3),280-294.
[4] Chin, P. (2004). Making more use of C&IT in your teaching. London, UK: Routledge.
[5] Clough, G. Jones, A.C. McAndrew, P. and Scanlon, E. (2007). Informal Learning with PDA‟s and Smart Phones. Journal of computer assisted learning (online), 24(1), 359-371.
[6] Cohen, L. and Manion L. (1997). Research Methods in Education. New York, USA: Routledge Publications.
[7] EDUCAUSE (2011). Educational Design Research. p. 1
[8] EDUCAUSE (2011). Open-ended response systems. p. 1
[9] Essel, H. B., (2014). Lecture 7: [Portable Document Format or PDF]. Kumasi, Ghana: Kwame Nkrumah University of Science and Technology.
[10] Etoekleous, N. and Ktoridou, D. (2009). Investigating Mobile Devices Integration in Higher Education in Cyprus: Faculty Perspective. Frederick University Cyprus, School of Education, Nicosia, Cyprus and University of Nicosia, School of Business, Nicosia, Cyprus. (online).3(1) 38-40.
[11] Leedy, P. D., & Ormrod, J.E (2005). Practical Research. Planning and Design, 8th edition. New Jersey, USA: Pearson Prentice Hall Publications. p. 199.
[12] Liu, C.C, Tao, S.Y and Nee, J.N. (2008). Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Networks. Behaviour & Information Technology (online), 27(2), 127-137.
[13] Mills, G.E. (2000). Action Research; A guide for the Teacher Researcher. USA: New Jersey, Donnelly and Sons Company Publication, Prentice Hall Inc.
[14] Mishra C. S. (2008). Social Networking Technologies (SITs) in Digital Environment: Its Possible Implications on Libraries.
[15] Oye, N. D., Iahad, A. N. & Ab.Rahim, N. (2012). Acceptance and Usage of ICT by University Academicians Using UTAUT Model: A Case Study of University of Port Harcourt, Nigeria, Journal of Emerging Trends in Computing and Information Sciences VOL. 3, NO. 1,1. January 2012. ISSN 2079-8407
[16] Saxton, J. (2000). Investment in education: Private and public returns. Retrieved from http://www.house.gov/jec/educ.pdf.
[17] Starkweather, W. and Stowers, E. (2009). Smart phones: A potential Discovery Tool. Information technology and libraries (online), 1(1), 187-188.
[18] Takao, M. Takahashi, S. Kitamura, M. (2009). Addictive Personality and Problematic Mobile Phone Use. CyberPsychology and Behavior (online), 12(5), 501-507.
[19] Toro, U., & Joshi, M. J. (2013). A Review of Literature on Knowledge Management using ICT in Higher Education. Int.J.Computer Technology & Applications, Vol 4 (1), 62-67.
[20] United Nations Educational, Scientific and Cultural Organization, (1999). New Directions of ICT - Use in Education.
|