Using short message service to encourage interactivity in the classroom

Markett, C. and Sanchez, Arnedillo I. and Weber, S. and Tangney, B. (2006) Using short message service to encourage interactivity in the classroom. Computers and Education, 46 (3). pp. 280-293. ISSN 03601315

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Official URL: http://dx.doi.org/10.1016/j.compedu.2005.11.014; h...

Abstract

Interactivity in the classroom is reported to promote a more active learning environment, facilitate the building of learning communities, provide greater feedback for lecturers, and help student motivation. Various definitions of interactivity exist in the literature, alternately focusing on the participants, structure and technology. The PLS TXT UR Thoughts research project builds on existing definitions to define interactivity as a message loop originating from and concluding with the student. The authors chose to introduce mobile phones and short message service (SMS) within the classroom due to the ubiquity of mobile phones among students and the interactive potential of SMS. SMS is a low-threshold application used widely by students to quickly send concise, text-based messages at any time. The research presented involved students sending SMS in real-time, in class, via their personal mobile phones. Using a modem interfacing with customised software to produce SMS files, the lecturer can view the messages and verbally develop the interactive loop with students during class. The SMS are available online after class, allowing interactive loops to further develop via threaded comments. 2005 Elsevier Ltd. All rights reserved.

Item Type: Article
Additional Information: Compilation and indexing terms, Copyright 2015 Elsevier Inc.; 2006059669797; Interactivity; Mobile phones; SMS; Ubiquitous learning
Uncontrolled Keywords: Education computing; Knowledge acquisition; Societies and institutions; Students; Technology transfer; Telecommunication equipment
Depositing User: National Forum
Date Deposited: 04 Dec 2015 08:48
Last Modified: 04 Dec 2015 08:49
URI: http://eprints.teachingandlearning.ie/id/eprint/2859

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