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Abstract

Most pedagogical literature has generated how to approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Banduras Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.

Item Type:	Article
Authors/Creators:	Carroll, J-A and Sankupellay, M and Newcomb, M and Rodgers, J and Cook, R
Keywords:	public health, student response systems, teaching, technology, undergraduate, gosoapbox, sociology, interactive, audience-response tools
Journal or Publication Title:	Australasian Journal of Educational Technology
Publisher:	A S C I L I T E
ISSN:	1449-5554
DOI / ID Number:	https://doi.org/10.14742/ajet.3743
Copyright Information:	Copyright 2018 the authors. Published under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). (https://creativecommons.org/licenses/by-nc-nd/4.0/)
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