Title: Improving student-driven feedback and engagement in the classroom: evaluating the effectiveness of the speed dating model

Authors: Sara Moussawi; Jeria Quesenberry; Randy Weinberg; Megan Sanders; Marsha C. Lovett; Larry Heimann; Raja Sooriamurthi; Donald P. Taylor

Addresses: Information Systems, Carnegie Mellon University, 4800 Forbes Avenue, 3034 Hamburg Hall, Pittsburgh, PA 15213, USA ' Information Systems, Carnegie Mellon University, 4800 Forbes Avenue, 3034 Hamburg Hall, Pittsburgh, PA 15213, USA ' Information Systems, Carnegie Mellon University, 4800 Forbes Avenue, 3034 Hamburg Hall, Pittsburgh, PA 15213, USA ' Trefny Innovative Instruction Center, Colorado School of Mines, 1500 Illinois St., Golden, CO 80401, USA ' Eberly Center for Teaching Excellence and Educational Innovation, Carnegie Mellon University, 4765 Forbes Ave., Tepper Building 1316, Pittsburgh, PA 15213, USA ' Information Systems, Carnegie Mellon University, 4800 Forbes Avenue, 3001 Hamburg Hall, Pittsburgh, PA 15213, USA ' Information Systems, Carnegie Mellon University, 4800 Forbes Avenue, 3001 Hamburg Hall, Pittsburgh, PA 15213, USA ' Department of Biomedical Informatics, University of Pittsburgh, 5607 Baum Boulevard, Suite 500, Pittsburgh, PA 15206, USA

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.

Keywords: information systems education; collaborative learning strategies; speed dating method; presentation format; active learning; student-driven feedback; student-driven engagement.

DOI: 10.1504/IJIIE.2020.108786

International Journal of Innovation in Education, 2020 Vol.6 No.2, pp.95 - 112

Received: 19 Jul 2019
Accepted: 03 Sep 2019
Published online: 03 Aug 2020 *

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