Journal article 926 views 153 downloads
Can clicking promote learning?
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Yogesh Dwivedi
Journal of International Education in Business, Volume: 10, Issue: 2, Pages: 201 - 215
Swansea University Authors:
Nripendra Rana , Yogesh Dwivedi
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DOI (Published version): 10.1108/JIEB-06-2016-0010
Abstract
Purpose: The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.Design/methodology/approach: Students of an undergraduate business course of a British university took part in the survey....
| Published in: | Journal of International Education in Business |
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| ISSN: | 2046-469X |
| Published: |
2018
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa29440 |
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| Abstract: |
Purpose: The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.Design/methodology/approach: Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using SPSS was performed to analyse the data.Findings: The results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2% in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance. Research limitations/implications: First, the sample only provide the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.Originality/value: This is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting. |
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| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
2 |
| Start Page: |
201 |
| End Page: |
215 |