A novel feedback system for pedagogy refinement in large lecture classrooms

Abstract

Despite the best efforts of educators to introduce active learning techniques, classrooms remain largely didactic in nature. We have developed a unique audience response system to improve pedagogy in such large-lecture didactic classrooms. A pilot study with ten participants was conducted to assess the utility of such voluntary student feedback in improving pedagogy. The web-based feedback tool lets students voluntarily indicate their perception of the lecture on four key parameters – difficult, easy, boring and engaging – in real-time. We discuss the potential of such feedback in refining pedagogy for didactic classrooms. We also discuss the usability of such a feedback system as revealed by a user perception study.