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Audience	Response	Systems	as	an	instrument	
of	quality	assurance	in	academic	teaching
Ortrun	Gröblinger
Michael	Kopp
07/03/2016
• Audience	Response	Systems?
• Innovative	teaching	technology?
• Quality	Assurance	Tool?
• Mass	lecture	as	case	study
• Conclusions
What	this	is	all	about
• Interaction	during	mass	lectures	is	very	limited
• Students	do	hardly	ask	questions
• Opportunity	to	give	feedback	with	the	help	of	multiple	choice	
questions
• Using	WiFi technology
• “Bring	Your	Own	Device“	approach
Audience	Response	Systems
• Shift	from	a	behaviorist	concept	to	a	constructivist	approach
• ARS	foster	student´s	participation	and	attract	their	attention
• ARS	support	the	understanding	of	the	provided	content
• ARS	assist	lecturers	in	assessing	student	comprehension
• Misconceptions	can	be	identified	and	instruction	strategies	can	be	
altered
• Giving,	receiving	and	analyzing	feedback	is	a	very	important	part	of	
quality	assurance
Innovative	teaching	technology
• Preparing	adequate	questions	is	a	lot	of	work
• The	right	amount	of	questions	has	to	be	planned	carefully
• ARS-votings may	be	stressful	for	students
• Students	may	be	concerned	that	their	responses	are	being	
monitored	and	saved	to	the	system
• Technical	infrastructure	(e.g.	WiFi)	may	not	work	properly	and	
students	may	refuse	to	use	their	own	devices
Challenges	in	using	ARS
Case	study
• ARS	was	used	in	the	lecture	“Fundamentals	of	Management”,	held	
in	winter-term	2015	at	the	University	of	Innsbruck
• 550	enrolled	students,	392	logged	in	the	ARS
• 3	lecturers,	2	of	them	involved	in	the	use	of	ARS
• 4	questions	displayed	in	the	first	lecture
• Displayed	questions	were	part	of	the	questions	of	the	final	exam
• ARSnova was	used	as	ARS
• 82	students	filled	in	the	questionnaire
General	settings
Didactic	dimension
• 65%	felt	adequately	informed	about	the	system	before	the	first	use	
(n=82)
• 82%	coped	well	with	the	first	use	of	the	system	(n=82)
• 58%	would	have	preferred	more	questions	(n=80)
• 67%	assessed	the	available	response	time	as	adequate	(n=80)
Didactic dimension
Technical	dimension
Students´ perspective
• Students´ response	about	the	use	of	ARSnova is	generally	positive
• Students	liked	to	participate	in	the	lecture	in	a	more	active	way
• Students	could	verify	their	knowledge	regarding	to	the	lecture´s	
subject
• Immediate	feedback	from	lecturers	after	answering	the	questions	
was	highly	appreciated
• Students	got	an	impression	what	the	final	exam	will	look	like
Students´ perspective
• Qualitative	interviews	with	responsible	lecturers
• Lecturers	found	ARSnova easy	to	use,	it	took	them	2	hours	to	get	
used	to	the	system
• Lecturers	appreciated	technical	support	in	the	lecture	hall
• Quantitative	feedback	is	preferred	over	qualitative	feedback
• Lecturers	share	the	impression	of	students	that	ARSnova fostered	
the	understanding	of	the	lecture´s	content
• Using	ARSnova is	seen	as	a	big	didactic	challenge	
• Both	lecturers	would	use	ARSnova again
Lecturers´ perspective
• Students	and	lecturers	cope	well	with	the	use	of	ARS
• ARS	are	very	suitable	to	give	and	receive	feedback
• ARS	foster	the	engagement	of	students	and	lecturers
• Concerning	didactics,	ARS	create	an	additional	benefit
• As	an	efficient	feedback	tool	ARS	are	a	valuable	instrument	of	
quality	assurance
Conclusions
DI	Ortrun	Gröblinger
University	of Innsbruck
ortrun.groeblinger@uibk.ac.at
Dr.	Michael	Kopp
University	of Graz
michael.kopp@uni-graz.at
Twitter:	@koanmi
Presentation on	Slideshare:	http://goo.gl/JuhYUF
Contact

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