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Development of a Classroom Response System: A Web-Based Approach Used in SEPT

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Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 1192)

Abstract

The paper proposes an active-learning strategy aimed to increase class engagement and enhance student learning through the use of a Classroom Response System (CRS). A list of the commercially available CRS is reviewed. The motivation for designing an in-house CRS that addresses the limitations of the commercial CRS and solves specific needs of several automotive engineering courses is provided. The design and development of a mobile-based CRS at McMaster University in the School of Engineering Practice and Technology (SEPT) is presented. The CRS includes several modules that deal with the instructor and student interfaces, and with the infrastructure needed for a client-server application. The modules of developed CRS are described in detail. The paper presents the challenges that had to be mitigated during the development of the web-based applications and during its integration with the university’s Learning Management System. The benefits compared with commercial CRS justify the efforts to develop an in-house mobile web-based CRS software package.

Keywords

  • Classroom response system
  • CRS
  • Active learning
  • Mobile learning
  • Web-based app

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Acknowledgements

The authors would like to acknowledge the students Mohamed Maklad, Biya Kazmi, and Harrison Ossias for the software development, Jan Boer for helping with the network infrastructure, and Dr. Ishwar Singh for coordinating the software development of the web-based app with mobile-enabled interfaces.

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Correspondence to Dan Centea .

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Centea, D., Apostolou, K., Mehrtash, M. (2021). Development of a Classroom Response System: A Web-Based Approach Used in SEPT. In: Auer, M.E., Tsiatsos, T. (eds) Internet of Things, Infrastructures and Mobile Applications. IMCL 2019. Advances in Intelligent Systems and Computing, vol 1192. Springer, Cham. https://doi.org/10.1007/978-3-030-49932-7_9

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  • DOI: https://doi.org/10.1007/978-3-030-49932-7_9

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