3 - University of Hertfordshire

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6 Contributor ProfilesHelen BarefootHelen Barefoot graduated from the University of Hertfordshirein 1998 and went on to complete a PhD at CambridgeUniversity. She returned to Hertfordshire in 2001as a lecturer in human physiology, specialising in theteaching of Neuroscience. Helen is currently the DeputyHead of the Learning and Teaching Institute (LTI) andcontinues to teach Neuroscience within the School of LifeSciences. Helen leads the continuing professional development(CPD) programme for academic staff and her currentresearch interests focus on learning, teaching andassessment activities which enhance the student learningexperience.h.barefoot@herts.ac.ukSue RoscoeS.L.Roscoe@herts.ac.ukSue Roscoe is a Senior Lecturer in Physiotherapywithin the School of Health and Emergency Professions(HEP). She is the Physiotherapy Practice TeamLead and her work has mainly been within the field ofpractice placement support. Her interests lie in educatortraining and support. She is currently undertaking aMaster‟s degree in the field of Education.Blended Learning In Practice May 2011
7Supporting good practice in undergraduate education….Supporting good practice in undergraduate education usingElectronic Voting Systems (EVS)Iain CrossSchool of Life Sciences, University of Hertfordshirei.cross@herts.ac.ukAbstractTeaching staff in higher education institutions throughout the world are increasingly facedwith large cohorts to teach. It can therefore be difficult to implement the seven principles ofgood practice identified by Chickering & Gamson (1987). Electronic Voting Systems (EVS)can potentially assist tutors in delivering such good practice. Both direct and indirect linksbetween the use of EVS and Chickering & Gamson‟s seven principles can be made. Directlinks map strongly between the principle and the use of EVS, whereas indirect linksevoke other mechanisms or suggest a secondary role for EVS within teaching practice.Direct links occur between encouraging active learning and giving prompt feedback, byremoving the lack of anonymity to responding in class and rapid collation of student responsesto questions. Indirect links include emphasising time on task and communicatinghigh expectations. It is argued that EVS offers significant potential towards supportinggood practice in undergraduate education.1.IntroductionTutors in higher education are increasingly teaching large groups of students. Largergroups can be challenging to teach, as individual identities and learning needs or stylesmay become diluted. Tutors may struggle to engage large audiences, not through overwhelmingamounts of response but by a reticence to engage on the part of the studentaudience. Many tutors will have experienced this, particularly when subject material is abstractor complex. Therefore, encouraging active learning within large groups can be difficult,and many tutors become the „sage on the stage‟, filling the student „vessels‟ withknowledge to be recited during examinations (Moss & Crowley, 2011). Because activelearning increases exam performance, this difficulty of engagement needs to be overcome.Electronic Voting Systems (EVS) offer a potential mechanism by which large audiencescan be engaged in processing material delivered through lectures, ultimately enhancingstudent performance. In this paper the potential of EVS to support good practice for undergraduateeducation is addressed, drawing on the Principles of Good Practice in HigherEducation, defined by Chickering & Gamson (1987), to indentify direct and indirect linkswith good practice. Also considered is the view expressed in some quarters that EVS issimply an „amusing novelty‟ (Lantz, 2010), „pretty lights‟ to decorate difficult subject matter(King & Robinson, 2009), or simply a distracting and time-consuming diversion for studentsfrom assimilating material delivered by a lecturer. Should EVS be considered a replacementfor traditional teaching techniques (Figure 1), or be viewed as a tool in theteacher‟s armoury to stimulate active learning in large student cohorts?Blended Learning In Practice May 2011
Page 3 and 4: Editorial3A warm welcome to the May
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Page 39 and 40: Applications of EVS39Jackie Willis,
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Student Voice57 Student VoiceAssess
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