Improving student-driven feedback and engagement in the classroom: evaluating the effectiveness of the speed dating model
by Sara Moussawi; Jeria Quesenberry; Randy Weinberg; Megan Sanders; Marsha C. Lovett; Larry Heimann; Raja Sooriamurthi; Donald P. Taylor
International Journal of Innovation in Education (IJIIE), Vol. 6, No. 2, 2020

Abstract: Information systems (IS) pedagogy research supports the use of collaborative learning strategies that are based on the belief that learning increases when students work together to solve problems and develop cooperative learning skills. In this paper, we present an empirical comparison of two classroom design approaches - a 'speed dating' method and a traditional presentation format. We collected and analysed data from 174 student questionnaire-based surveys and in-class researcher observations of student engagement in an undergraduate senior capstone course entitled, 'Innovation in Information Systems'. Our results show increases in student engagement (reported and observed) and improvements in student-driven feedback (given and received) during the speed dating sessions as compared to the presentation sessions. We believe these findings demonstrate that the speed dating method is an effective alternative to a presentation format and is a useful complement to other collaborative learning methodologies.

Online publication date: Mon, 03-Aug-2020

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