Abstract
Classroom Response Systems (CRS) support teachers getting feedback from their students during their lessons, mostly in lessons with large audiences. While this technology is used more and more, it is less known how students really use CRS for feedback. Moreover the aspect of social communication is mostly underestimated. Our research focus on the social communication in modern CRS and provides grounding in the combination of them. We will show how social communication influences learning and feedback. Furthermore we present a classification of CRS learner types based on the results of an evaluation, including the answer which learner type benefits the most of a CRS. In Addition we present a conceptual and technical design of a Social CRS, which is aware of social communication and these learner types.
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Acknowledgements
This work was supported in part by the German Federal Ministry of Education and Research (BMBF) and the University of Rostock. We gratefully acknowledge the professional and motivating atmosphere offered by them in supporting our study.
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Schwennigcke, B., Vetterick, J., Marquitz, K., Cap, C.H., Sucharowski, W. (2015). Innovating Academic Knowledge Communication with Social Classroom Response Systems. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2014. Communications in Computer and Information Science, vol 510. Springer, Cham. https://doi.org/10.1007/978-3-319-25768-6_11
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DOI: https://doi.org/10.1007/978-3-319-25768-6_11
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