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Can clicking promote learning?

Nripendra Rana Orcid Logo, Yogesh Dwivedi Orcid Logo

Journal of International Education in Business, Volume: 10, Issue: 2, Pages: 201 - 215

Swansea University Authors: Nripendra Rana Orcid Logo, Yogesh Dwivedi Orcid Logo

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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....

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Published in: Journal of International Education in Business
ISSN: 2046-469X
Published: 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa29440
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first_indexed 2016-08-04T12:58:35Z
last_indexed 2018-02-09T05:14:29Z
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spelling 2017-11-17T11:09:17.1350125 v2 29440 2016-08-04 Can clicking promote learning? b00e18aa519cd578d4b242e376e70331 0000-0003-1105-8729 Nripendra Rana Nripendra Rana true false d154596e71b99ad1285563c8fdd373d7 0000-0002-5547-9990 Yogesh Dwivedi Yogesh Dwivedi true false 2016-08-04 BBU 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. Journal Article Journal of International Education in Business 10 2 201 215 2046-469X 1 1 2018 2018-01-01 10.1108/JIEB-06-2016-0010 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2017-11-17T11:09:17.1350125 2016-08-04T11:42:34.5191580 Faculty of Humanities and Social Sciences School of Management - Business Management Nripendra Rana 0000-0003-1105-8729 1 Yogesh Dwivedi 0000-0002-5547-9990 2 0029440-04082016115829.pdf Clickerswithdetails.pdf 2016-08-04T11:58:29.6930000 Output 300214 application/pdf Accepted Manuscript true 2016-08-04T00:00:00.0000000 true
title Can clicking promote learning?
spellingShingle Can clicking promote learning?
Nripendra Rana
Yogesh Dwivedi
title_short Can clicking promote learning?
title_full Can clicking promote learning?
title_fullStr Can clicking promote learning?
title_full_unstemmed Can clicking promote learning?
title_sort Can clicking promote learning?
author_id_str_mv b00e18aa519cd578d4b242e376e70331
d154596e71b99ad1285563c8fdd373d7
author_id_fullname_str_mv b00e18aa519cd578d4b242e376e70331_***_Nripendra Rana
d154596e71b99ad1285563c8fdd373d7_***_Yogesh Dwivedi
author Nripendra Rana
Yogesh Dwivedi
author2 Nripendra Rana
Yogesh Dwivedi
format Journal article
container_title Journal of International Education in Business
container_volume 10
container_issue 2
container_start_page 201
publishDate 2018
institution Swansea University
issn 2046-469X
doi_str_mv 10.1108/JIEB-06-2016-0010
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
document_store_str 1
active_str 0
description 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.
published_date 2018-01-01T03:35:48Z
_version_ 1763751543988813824
score 11.013731

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