Student Response Systems for Feedback and Review during Lectures

Opportunities for feedback and review during lectures This position paper argues in favour of the need to improve opportunities for timely feedback and review during lectures with the integration of a Student Response System (SRS). Traditionally, many higher-education courses have been delivered in large lecture theatres where an instructor presents or explains key knowledge-based concepts or skills to a large number of students (Chen, Whittinghill, & Kadlowec, 2012; Roselli & Brophy, 2006). In this environment, feedback has typically been given to learners though assignment, quizzes, and examinations, yet, unfortunately, these methods often delay opportunities for feedback and review (Chen et al., 2012). Roselli and Brophy (2006) found that any students ’ misconceptions and misunderstandings of concepts could go unchecked and unresolved until one of these feedback methods had been completed, typically at the end of the course. The authors also found that learners do not always grasp every concept presented in a lecture as intended by the instructor and there is little point in continuing to the next concept or topic i