Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies

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Charles Wankel, Patrick Blessinger
Emerald Group Publishing, Feb 15, 2013 - Education - 250 pages
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Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.

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About the author (2013)

Michael Howarth is in his 3rd year at University College, London as an enhanced learning consultant: HE lecturer, PhD, previous senior BBC education radio producer and current lighting cameraman experience is proving a useful blend of good practice and hands-on skills – an educationalist understanding the subject matter, advising and facilitating a collegiate process to meet colleagues’ learning resource objectives quickly and efficiently. Teaching Fellows at CALT – The Centre for the Advancement of Learning and Teaching at UCL, work with him to realise the concept of media-savvy teaching, for themselves, for new, as well as experienced UCL teaching staff. The current UCL ARENA – Advanced Research-based Education in Academia, uses his methods to roll out of the HEA's UK Professional Standards Framework for probationary teachers, support staff and education leaders across the University, and which build on his training course and his recent publication; Howarth, M S (2013) Metaphor and neuroscience: implications for online learning. In B. Sutton & A. Basiel, ed. Teaching and Learning Online: New Models of Learning for a Connected World, Volume 2, Routledge, Ch. 11.

Tarek Zoubir has been involved in e learning activities at Middlesex University since 2010. The focus of his work has been to better incorporate technology in existing and emergent blended learning designs to enhance teaching and learning. Among other things this has included the use of wikis to address government and institutional priorities and the use of video to capture MA Education seminars to meet students' requests. To date he has facilitated teaching and learning across a number of online platforms that include, Blackboard, Wiki's, CMS systems such as Plone and social media tools. He qualified with a BSc Psychology with Criminology from Middlesex University and a MA Leadership, Management and Change from the same institute and is at present an MPhil/PhD candidate investigating higher education ecosystems that affect teacher trainers engagement with Web 2.0 technologies. He also holds a Certificate of English Language Teaching to Adults (CELTA) accredited by Cambridge University. Prior to his work with the University, he worked as a summer school and college level teacher of English as a second/foreign language.


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