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Interactive Teaching Using the Student Response System Greg Gulas Reference Librarian Lisa Williams Coordinator of Instructional Services University of North Carolina at Wilmington
Interactive Teaching Using the Student Response System
Greg Gulas Reference LibrarianLisa Williams Coordinator of Instructional Services
University of North Carolina at Wilmington
The Problem
Lack of Participation
Don’t want to be singled out
Embarrassed about giving the wrong answer
Student Instruction Session surveys ask for more participation
Are the students really understanding what the librarian is teaching?
Searching the LiteratureLorenzen, Michael. “Active Learning and Library Instruction.” Illinois Libraries 83.2(2001): 19-24
Drueke, Jeanetta. “Active Learning in the University Library Instruction Classroom.” Research Strategies 10.2(1992): 77-83
Prorak, Diane. “Button Pushing vs. Concepts: Library Instruction, Technology, and the Swinging Pendulum of an Old Debate.” PNLA Quarterly 67.4 (2003): 4-5
Cudiner, S; Harmon, O. “Comparing the effectiveness of different presentation formats for workshops on introductory library skills.” Research Strategies 18.1 (2001): 49-61
CollaborationCan be more that a buzzword
Allows libraries to take advantage of technical advances without having to make them
Yet another advantage of keeping channels open to faculty
Stand on the shoulders of giants!
Development of SRSOriginally developed by UNCW Chemistry and
Computer Science Departments to be used with hand held computers
Development of SRSWritten by graduate students, entire printed code is
less than 50 pages.
Designed to test student knowledge in real time.
How SRS WorksDesigned to be easy to use for both instructor and
students, the program is web based and requires very little computing power at the client end. All the processing is done on a central server.
Uses ASP, visual basic and MS SQL. All computing is done on the server side.
How SRS Works: Beginning a SessionStep 1
How SRS Works: Step 2
How SRS Works:Creating Questions
How SRS Works:Creating Questions
Types of QuestionsMultiple Choice
True / False - Yes / No
Graphics (students can indicate a point on the graphic)
Opinion (agree / disagree)
Confidence (sliding scale)
Multiple Choice
Multiple Choice
Multiple Choice: Student’s View
True / False
True / False Students View
Graphics
Using SRS for Library InstructionExamples of Library Instruction Sessions:
Question About Evaluating Web Pages
Student’s Response
Question about Periodical Databases
Student’s Response
Question about Plagiarism
Student’s Response
Last Question
Results and Conclusions
How the Librarian’s feel about the SRS systemEasy to Use
Attention holding
Interactivity level has increased
Change of Subject
Allows students to feel involved
Reinforces main points of the session
How the Students Feel About the SRS System
How the Students Feel About the SRS System“Don’t require people to take it multiple times”
“More questions for those who still do not understand searching”
“Use words that everyone can understand”
“More explanation of why the wrong answers were wrong”
“Don’t make the questions too long – It takes too much time to read them”
“Too easy” “ More in-depth questions” “More discussion questions”
How the Students Feel About the SRS System“I think it is good to allow students who may not be
sure of the correct answer a chance to guess without fear of embarrassment, however I think that when they get the answer right they won’t receive the praise they need”
Did you enjoy being able to answer questions without speaking out loud?
Yes 88% No 1.6% Maybe 10%
Do you feel like the SRS system prevented you from answering or asking a question out loud?
Yes 11% No 80% Not Sure 8%
Do you feel more comfortable with the information taught during the instruction session due to the SRS system?
Yes 67.5% No 11% Not Sure 22%
SRS was?
Pretty Interesting 34% Somewhat Interesting 55% Boring 11%
Survey Responses
