Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education

Education Sciences

卷:11

Isabel González-Enríquez¹  Olga Mancha-Cáceres¹  Mónica Ramos-Toro¹  Mónica Cornejo-Valle¹  J. Ignacio Pichardo¹  Maribel Blázquez-Rodríguez¹  Esther Isorna²  Esteban F. López-Medina³  Marina Logares⁴  David Carabantes-Alarcon⁵  Alejandro Hernández-Melián⁶  Virginia Jiménez⁶  Oriol Borrás-Gené⁷ 

[1] Department of Social Anthropology and Social Psychology, Faculty of Political Science and Sociology, Complutense University of Madrid, Pozuelo de Alarcón, 28223 Madrid, Spain;

[2] Faculty of Biology, Complutense University of Madrid, 28040 Madrid, Spain;

[3] Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain;

[4] Faculty of Mathematics, Complutense University of Madrid, 28040 Madrid, Spain;

[5] Faculty of Medicine, Complutense University of Madrid, 28040 Madrid, Spain;

[6] Faculty of Social Work, Complutense University of Madrid, Pozuelo de Alarcón, 28223 Madrid, Spain;

[7] Higher Technical School of Computer Engineering, Rey Juan Carlos University, Móstoles, 28933 Madrid, Spain;

关键词: Mentimeter;    participation;    higher education;    COVID-19;    post-pandemic;    ICT;   

DOI  :  10.3390/educsci11110667

来源: DOAJ

【 摘 要 】

The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students’ learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives.

【 授权许可】

Unknown