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Richard J. Anderson, Ruth Anderson, Tammy VanDeGrift, Steven A. Wolfman, and Ken Yasuhara
 

Summary: Richard J. Anderson, Ruth Anderson, Tammy VanDeGrift,
Steven A. Wolfman, and Ken Yasuhara
PROMOTING INTERACTION IN LARGE CLASSES
WITH A COMPUTER-MEDIATED FEEDBACK SYSTEM
Abstract. Eliciting student participation in large college classes is notoriously difficult yet critical to
learning. This paper describes a design experiment with a computer-mediated feedback system for pro-
moting class interaction called the Classroom Feedback System (CFS). We delineate specific challenges
to interaction and propose design principles to address them. CFS realizes these principles and estab-
lishes a computer-mediated channel for student-initiated feedback. Students position preset annotations
(e.g., MORE EXPLANATION, GOT IT) directly on the lecture slides. CFS anonymizes the annotations and
presents them to the instructor in real time. Successive experiments with paper and electronic prototypes
validated our design and guided iterative refinement. Evidence from a large lecture study using the feedback
system suggests that CFS increases levels of student-instructor interaction and addresses specific challenges
to interaction.
1 INTRODUCTION
Student-instructor interaction is vital to student learning. However, soliciting stu-
dent feedback in large, university-level lecture classes (with about 50 students or
more) is challenging; as a result, lectures tend to lack interaction [Bligh, 2000]. Yet,
as educational institutions serve more students and face tighter resource constraints,
the large lecture is likely to persist, especially at the introductory level, creating a need

  

Source: Anderson, Richard - Department of Computer Science and Engineering, University of Washington at Seattle
Argonne National Laboratory, Mathematics and Computer Science Division (MCS)

 

Collections: Computer Technologies and Information Sciences; Mathematics