EEVS Project Summary
EEVS Methodology
Exploratory
pragma;c
approach:
• Gaining
understanding
of
the
meanings
from
various
stakeholders
• Focus
on
prac;cal
applied
research,
integra;ng
different
perspec;ves
to
help
interpre;ng
data
(Sounders
et
al
2009)
Mixed-‐method
data
collec;on:
• Qualita;ve
data:
students’
blogs,
staff
interviews,
staff
reports
• Quan;ta;ve
data:
students’
ques;onnaire,
staff
ques;onnaire
(in
progress)
Time
horizon:
Mainly
cross-‐sec;onal
(a
‘snapshot’
taken
in
2011/12)
with
some
elements
of
longitudinal
study
(students’
blogs
over
a
period
of
2-‐4
weeks).
Sampling:
• Self-‐selec;on
(voluntary
student
par;cipants
for
ques;onnaires)
• Self-‐selec;on
&
purposive
(voluntary
student
par;cipants
for
blogs;
further
selec;on
made
to
enable
balanced
representa;on
across
different
schools)
• Purposive
(heterogeneous):
staff
involved
with
or
leading
EVS
adop;on
in
different
Schools
Student Questionnaire Design
Student
blogs
were
completed
in
a
variety
of
ways
according
to
individual
preferences
:
Word
Files
(46),
online
blog
entries
(14),
Short
video
clips
(11),
Audio
files
(1)
and
submimed
via
a
restricted
access
group
area
on
StudyNet
(UH
MLE)
65
students
registered
for
the
web/
wrimen
blog
of
whom
27
were
chosen
to
ensure
a
spread
of
gender
and
programme.
One
failed
to
complete
their
blog
They
represented
7
Academic
Schools:
Business
(6),
Computer
Science
(7),
Humani;es
(6),
Law
(4),
Educa;on
(1),
Sports
management
(1),
Mathema;cs
(1)
Equal
male
and
female
numbers
applied
but
ra;os
varied
according
to
subjects
studied
15M:11F
All
the
bloggers
had
previously
used
EVS
since
at
least
January
2011
The
reflec;on
period
varied
between
2
and
4
weeks
in
the
period
Nov
11-‐
Feb
12
Qualitative analysis: Example
Summarise Categorise
Student
Quote
Theme
Instance
Theme
(sub-‐category)
Category
Text
func;on
would
be
useful
to
ask
Anonymous
text
ques;ons/ Poten;al
Use
Pedagogy
ques;ons
anonymously
answers
AJ4
Instead
of
a
lecturer
asking
a
ques;on
and
expec;ng
one
person
to
put
their
hand
up
and
answer
it
may
use
the
wri;ng
func;on
or
give
us
four
answers
and
let
everyone
pick
what
answer
they
think.
AJ6
EVS
could
be
used
in
skills
sessions
Skills
sessions
MC1
MC1
Comparing
answers
with
friends
makes
it
Comparing
answers
Good
prac;ce
develops
more
interes;ng
reciprocity
and
coopera;on
among
students,
MC15
Changing
channels
needs
to
be
explained
Changing
channels
Training
Facilita;ng
condi;ons
Staff interviews (TBC)
• Draper, S. W., & Brown, M. I.(2002).Use of the PRS handsets at Glasgow University, Interim Evaluation Report: March 2002
http://www.psy.gla.ac.uk/~steve/evs/interim.html accessed April 2012
• Draper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20(2), 81-94.
• JISC (2004) http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf
• Kanter, R.M., Stein, B.A. & Jick, T.D. (1992) The Challenge of Organizational Change. Free Press. New York
• Kennedy, G. E., & Cutts, Q. I. (2005). The association between students' use of an electronic voting system and their learning outcomes. Journal of Computer
Assisted Learning, 21(4), 260-268
• Lorimer, J., & Hilliard, A. (2009). Use of a Electronic Voting System (EVS) to Facilitate Teaching and Assessment of Decision Making Skills in Undergraduate
Radiography Education. Paper presented at the Proceedings of 8th European Conference on e-Learning, Bari, Italy
• Oliver, M. (2006). New pedagogies for e-learning? ALT-J: Research in Learning Technology, 14(2), 133 - 134.
• Robins, K., (2011) EVS in the Business School, University of Hertfordshire Internal Report
• Thornton, H. A. (2009). Undergraduate Physiotherapy students’ choice and use of technology in undertaking collaborative tasks. Open University, UK, Milton Keynes
• Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. B. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27(3), 425–478.
• Willis, J. (2009) Using EVS in the School of Life Sciences, University of Hertfordshire Internal Report