Socrative as a tool for supporting the existing curriculum: a preliminary quantitative examination of student perspectives

Matthew France, Xiuli Guo, Paul Cowley

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

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Abstract

Curriculum design and development is a vital higher education (HE) agenda item at both departmental and institutional level. Issues of internationalisation, widening participation, sector competition, oversight as well the increasingly market focused culture of the HE sector have placed a challenge on academics to be reflective, creative and open minded in how they approach curriculum development. A well-documented area of curriculum development involves the increasing use of technology as a pedagogic tool. Through a small scale quantitative study, this paper will seek to examine the impact of technology (Socrative) on the learning experiences of eight business management students at a UK university. Feedback from the respondents indicates that Socrative can have a positive impact on
students’ comprehension of the curriculum materials. The purpose of this study is to help promote best practice and explore new strategies for technology supported pedagogy in management education.
Original languageEnglish
Title of host publicationProceedings of the 14th International Technology, Education and Development Conference
PublisherInternational Academy of Technology, Education and Development
Pages8297-8303
Number of pages7
ISBN (Electronic)9788409179398
DOIs
Publication statusPublished - 4 Mar 2020
Event14th International Technology, Education and Development Conference - Valencia, Spain
Duration: 2 Mar 20204 Mar 2020

Publication series

NameProceedings
ISSN (Electronic)2340-1079

Conference

Conference14th International Technology, Education and Development Conference
Abbreviated titleINTED2020
Country/TerritorySpain
CityValencia
Period2/03/204/03/20

Keywords

  • curriculum delivery
  • higher education (HE)
  • socrative

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