1. 1
“I enjoyed using SRS in the
classroom” – a research study of
student response system in Norwegian
classes and in further education of
language teachers in Norway
European Distance and E-learning Network 2013 Annual Conference, Oslo 12-15 June
 Heidi Brøseth
 Helene Hauge
 Helene Norbeck

2. 2
Overview of the talk
• Student response system (SRS)
– About the SRS we use (One2act)
– A quick demo
– The pedagogy
• Background for our study
• The findings
– What did the pupils think?
– What did the language teachers think?
– What did the teachers attending the online further education course
think?
• Conclusion

3. 3
Student response system
• The technology is not new (clickers)
• The SRS developed at HiST Sør-Trøndelag
University College
– Beta-version free of charge
– Computer, wireless internet and device that can connect to the
internet

4. 4
DEMO of SRS “One2act”
1. Connect to wireless internet
• Network: conferences
• Password: uio202aar
1. Open web browser
2. Go to: http://demo.one2act.com
3. Make your choice according to device
4. Enter today’s code, which you will get from
us

5. 5
Where did the annual EDEN conference
take place in 2012?
A. Dublin, Ireland
B. Valencia, Spain
C. Oporto, Portugal
D. Gdansk, Poland
E. I don’t know

6. 6
SRS: the pedagogy
Flexible tool
•It is available for different devices
•It easy to use
•It is anonymous
•It engages the entire group
•It is suitable for different types of questions
•It can be used at different stages in the teaching

7. 7
Aim of the project
• to develop an online course for
language teachers in comparative
syntax (Norwegian and English) which
included training in the use of
pedagogical tools

8. 8
Background and motivation
• Previous research has focused on the use of SRS in
higher education and in science classes
– Is SRS a suitable pedagogical tool for upper secondary school?
– Is SRS a suitable pedagogical tool in language classes?
• Small scale study
– Observation in two Norwegian classes in upper secondary school
– Two teachers - 45 pupils (mean age 17;7)
– Questionnaires
– Interviews – both teachers and pupils

9. 9
Findings in small-scale-study(1)
• The pupils were positive to the use of SRS in the teaching
• The pupils found it easier to answer the questions when
they could do it anonymously
• The pupils said that they paid better attention to the
teaching
• The pupils reported to enjoy the SRS, and they wanted it
to be used more
• Some pupils expressed concern that the teacher would
not see their achievements

10. 10
Findings in small-scale-study (2)
• The teachers receive instant feedback on the
teaching
• The teachers considered the SRS particularly
beneficial for two groups of pupils: the silent and the
attention challenged
• The teachers found that the SRS adds a motivational
aspect
• ALL IN ALL: The teachers found the SRS useful

11. 11
Further reflections from the course
participants
• SRS could be included in primary and lower
secondary school
• SRS can be used to increase oral activity in
the classroom
• The pupils can gain much from producing the
questions and answers themselves

12. 12
Conclusion
• SRS is a useful pedagogical tool for language
teaching
• SRS can be used in upper secondary school, even in
primary school
• SRS brings joy and motivation into the classroom
• …but does it increase the learning outcome?

13. 13
heidi.broseth@ntnu.no
helene.hauge@ntnu.no
helene.norbeck@ntnu
This research was
funded by:
and