Publication Type

Conference Proceeding Article

Version

acceptedVersion

Publication Date

12-2023

Abstract

Class participation can be considered as contribution to discussion, attendance, presentations, unsolicited responses, questions, comments, etc. What counts may vary across individual teachers. The more students participate, the less memorization they do, and the more they engage in higher levels of thinking, including interpretation, analysis, and synthesis. However, only a handful of students in many classrooms participate regularly, a phenomenon dubbed as "consolidation of responsibility". This study provides a literature review of inclass participation, as well as pedagogies and technologies that enhance participation. Pedagogies such as active learning, group learning, project-based learning and flipped classroom. Technologies to automate attendance taking, raising hand as well as for online learning to detect participation, analyze participation, and provide participation feedback.We introduce SKOR, a class participation system that automates fair student participation without wasting class time. We conducted an experiment to know if SKOR kept student updated on their participation points and if it is more efficient and fairer at collecting participation. Our finding is that using SKOR did not have any significant difference on student perception of class participation. However, teacher influences the perception more. Students like shared learning, fairness, and more participation options. They dislike limited opportunity, apprehension and assessing quantitative participation over qualitative participation. These are aligned with our literature review. We hope our review and experiment provide teachers with ideas to improve participation in their classroom.

Keywords

Class participation, active learning pedagogy, technology enhanced participation, fair student participation, teacherinfluence.

Discipline

Software Engineering | Technology and Innovation

Research Areas

Software and Cyber-Physical Systems

Publication

2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE): Auckland, November 27 - December 1: Proceedings

First Page

1

Last Page

8

ISBN

9781665453318

Identifier

10.1109/TALE56641.2023.10398380

Publisher

IEEE

City or Country

Piscataway, NJ

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1109/TALE56641.2023.10398380

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