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Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application

Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application

Katja Lehmann, Matthias Söllner, Jan Marco Leimeister
Copyright: © 2016 |Pages: 19
ISBN13: 9781522503590|ISBN10: 1522503595|EISBN13: 9781522503606
DOI: 10.4018/978-1-5225-0359-0.ch006
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MLA

Lehmann, Katja, et al. "Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application." Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, IGI Global, 2016, pp. 102-120. https://doi.org/10.4018/978-1-5225-0359-0.ch006

APA

Lehmann, K., Söllner, M., & Leimeister, J. M. (2016). Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application. In D. Parsons (Ed.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 102-120). IGI Global. https://doi.org/10.4018/978-1-5225-0359-0.ch006

Chicago

Lehmann, Katja, Matthias Söllner, and Jan Marco Leimeister. "Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, 102-120. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0359-0.ch006

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Abstract

Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.

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