The document summarizes a study on using SMS-based classroom response systems to enhance active learning in large university classes in Malawi. It provides background on active learning pedagogy and the problems of large classes, before outlining the study's objectives to investigate the impact of an SMS system. The methodology involved designing an SMS prototype and collecting data on its uses. Results showed the system increased participation and gave instructors insights into student difficulties. While the system helped achieve active learning goals, the summary concludes limitations must be addressed and recommendations made to support wider adoption of the technology in education.

1. Using SMS-Based Classroom Response System
To Enhance Student’s Active Learning
SANORD 2014 SYMPOSIUM
10th – 12th June 2014
Austin Mpando
Vanwyk Chikasanda
Gift Khangamwa
{University of Malawi}

2. Overview of the Presentation
• Background information on Active learning
• The problem and its research objectives
• The conceptual framework that was adopted for the study
• The methodology used during the study
• Study results
• Conclusion
• Recommendations

3. Background
• Active learning has received considerable attention over the past
years because it is considered as a radical change to the tradition
modes of instruction
• Deal (2004 p223) defines active learning as
– “any instructional method that engages students in the learning process
• Active learning requires:
– Students to do meaningful learning activities
– Students to think about what they are doing
• Active learning is supported by 2 popular models of learning:
– Constructivist
– Collaborative (Lin & Hsieh 2001)
• Proponents of Constructivist models believe that learning takes
place:
– When students exercise, verify, solidify, and improve their mental models
through discussions and information sharing

4. • This results into other pedagogical assumptions of
cooperative learning such as:
– Knowledge is created as it is shared
– Learners have prior knowledge they can contribute to a discussion
– Participation is critical to learning
– Learners learn if given optimal conditions (Lin & Hsieh 2001)
• Collaborative learning model results in benefits such as:
– Increase student involvement in the subject matter
– Enhance critical thinking
– Promote problem-solving skills among students and
– Encourage student learning and achievement (Lin & Hsieh 2001)

5. Problem statement
• Creation of large lecture classes makes students unable to benefit
from active learning due to:
– lack of full participation amongst students on a subject matter.
– Lack of academic collaboration between students and the instructor
during class sessions
– Lack of social interaction after class sessions
• Also in a large class the instructor has problems of classroom
management which leads to:
– Decline in terms of student attendance,
– Decline in student discipline,
– Decline in learning experiences and
– The general alienation of students (Clarke et al 2001)

6. Research Objectives
• The main objective:
– to investigate the impact of an SMS-based Classroom
Response System on active learning in large classes
• Specific objectives:
– To examine the means in which active learning can be
achieved using the SMS-based CRS system
– To consider which uses of the system can enable
Students gauge their own understanding in the subject
matter
– To examine if the SMS-based CRS can aid Instructors to
have better awareness of student difficulties.

7. Conceptual Framework
• The study adapted a CATAALYST model developed by Roschelle et al (2004).
• The model stands for “Classroom Aggregation Technology for Activating
and Assessing Learning and Your Students’ Thinking”
Source: Roschelle et al. 2004 p2

8. Interaction loops
• interactive message loops
adopted from :
– TXT-2-LRN model of
(Scornavacca et al. 2009)
for the (in-class
interaction) and
– PLS TXT UR Thoughts model
of (Markett et al. 2006).
(after-class interaction)

9. Methodology
• Case study design
– Focused on large entrepreneurship , communication
and mathematics classes at a Technical College
• Experimental design
– An SMS-based classroom response system
prototype was designed and experimented for a
period of one term (3 months).
• Towards the end of the term, questionnaires were
administered to students, interviews with
instructors were conducted to assess the impact of
the experiment on the learning outcomes

10. Prototype Design
• Students interacted with the instructor through SMSs during class
sessions
• The instructor viewed the responses on his laptop and had an
option of displaying them onto the projector

11. Data Collection and Analysis
Study Population
– Involved 114 students from 7 level 1 courses and 3 instructors
Sampling
– Used purposive sampling.
– At a technical college, it is a must that all trades do
entrepreneurship, communication, and mathematics
– this justified use of purposive sampling.
Data collection
– Observations
– Questionnaires
– Structured interviews with the instructors
Data analysis
– Qualitative data
• Used Content analysis (Adams et al 2007)

12. Results
1. Observational results
• Observation without system
– In-class Interaction was instructor-centered, using lecture method
– In-class Participation rate was 4.4%
– After-class interaction was through homework
– No participation in the after-class interaction
• Observation with System in use
– In-class interaction was student-centered –i.e. through sending
SMSs
– Students’ comments or questions enabled instructors to adjust
their styles of presentation
– In-class Participation rate rose to 33% from 4.4%
– 10.5% participation rate in the after-class interaction
– System used to administer examinations-i.e. multiple choice,
short-answer items
– System was able to aid group discussions

13. 2. Uses of the System perceived to have greatest
value on active learning
• The system enhances:
– Provision Of Immediate Feedback
– Individual Student Self-Assessment
– Understanding Of Course Material
– Opinion Sharing
– Active Participation both in-class and after-class sessions
• The system
– Assists in Keeping Pace during class sessions
– Provides Anonymity To Shy Students
– Encourages Use Of Technology In the Classroom Setup

14. 3. Uses of the System that enable instructors to
have better awareness of student difficulties
• Through the system, instructors were able to understand student difficulties on:
– participation
– Grading
– Self-assessment
– Instructor formative assessment and
– Pacing
• Through the system instructors were able to:
– Track Performance of individual students,
– Use students’ performance data in order to provide individualised feedback,
– Make dynamic changes during lessons based on students’ responses,
– Calculate students’ grades and,
– Facilitate group interaction
• Further results indicate that, instructors found the system to be:
– Effective in allowing them to ask the type of questions they think are important for
assessing student understanding in large classes
– Extremely effective in enhancing:
• recalling facts,
• applying principles and concepts
• Sharing opinions

15. System limitations
• Instructors may have problems in coordinating between
general classroom management and use of the system in
class.
• System preparation and setup may consume part of learning
time if not checked.
• System delays in sending and receiving text messages may
impact negatively on the students’ willingness to interact
through the system.
• Cost may be a limitation in circumstances that require
students to use own airtime credits.
• The system may raise resentment among students if
instructors don’t keep on referencing/checking the messages
sent by students in the system during class sessions.

16. Conclusion
• The study has shown that:
– The system can indeed enhance active learning in large classes
– Uses of the system that enable students to gauge their
understanding in the subject matter have been explored
– The system can assist instructors to have better awareness on
student difficulties in class
• The study also outlined challenges on system’s
implementation and use:
– Challenges in acquisition of Toll-free services from service
providers
– System setup before it can be put to use
– System delays in sending and receiving messages
– The fact that the technology is new in the teaching and learning
process
• The study proved to be important due to:
– Use of familiar technology – the SMS technology
– Bringing an awareness of this vital tool in the education sector

17. Recommendations
• Recommendations on system implementation
– Need for Toll-free services to complement the use of the system
– Need for instructors to adjust their time properly for early system setup
before lessons start
– Need for end-user training to the instructors on the system’s use for system
benefits realization
• Recommendations on system improvement, adoption and
applicability
– Need for technological support on the part of institutions through
acquisition of necessary gadgets in support of the system.
– The system is applicable in all large classes and in all institutions that might
face the problem of large class scenario.
– Instructors need to make it a routine to keep referencing to the system,
constantly checking on communication coming forward from students.
– Where possible several modems from different services providers need to
be used to alleviate the problem of system delays in sending and receiving
messages

18. End of Presentation
Thank you!
God bless you all!