Maximising Dialogue in Lectures using Group Response Systems

Q. Cutts (UK), G. Kennedy (Australia), C. Mitchell, and S. Draper (UK)


GRS, dialogue, lectures, handsets, learning, engagement


Laurillard sees dialogue as a crucial component of learning and she states that it is almost impossible to achieve in lectures. This paper identifies eight impediments to dialogue in lectures, and shows how they are or can be overcome by (a) adjusting the activities that take place within lectures, (b) using existing Group Response Systems (GRSs), and (c) using extensions to GRSs proposed in this paper. In addition to facilitating dialogue within lectures, this paper shows how a record of the lecture-based dialogue could be used to improve learning environments outside the lecture.

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