Impact of Real-time, Electronic, Formative Feedback: Using InkSurvey as a Collegiate Learning Tool In Engineering Statistics

Barbara M Moskal

doi:10.31686/ijier.vol3.iss9.437

Authors

Barbara M Moskal

Trefny Institute for Educational Innovation, USA

DOI:

https://doi.org/10.31686/ijier.vol3.iss9.437

Abstract

This paper describes the impact of InkSurvey in a college classroom, as a tool to formatively shape instruction. Tablet personal computers (PCs) were distributed and the InkSurvey software was used for the instruction of a Probability and Statistics Course for Engineers. Using InkSurvey, instructors are able to view student responses and use this information to alter instruction in real-time, immediately addressing students’ learning needs. Data was collected from volunteers using the following methods: a pre and post concept inventory on statistics, a pre and post attitude survey, and an anonymous, end of the course, student assessment survey. The results of this study support that students’ concept knowledge, as measured by the Statistics Concept Inventory, and the students’ attitudes, as measured by the Attitudes Survey, both validated instruments, became more positive with respect to statistics over the course of a semester.

Author Biography

Barbara M Moskal, Trefny Institute for Educational Innovation, USA

Colorado School of Mines

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