Exploring the use of EMS in the classroom: two field studies

Abstract

Learning theory predicts, and studies have demonstrated that immediate and frequent feedback, cooperative learning, and reduced evaluation apprehension can improve learning. Electronic meeting systems offer new support for these concepts, and may lead to an improved learning environment. This paper discusses how EMS technology can make a difference in the classroom. It provides a detailed description of the application and use of EMS technology in two classroom settings. It then presents the lessons learned from these sites and the implications for future research. We found that EMS use in the classroom resulted in increased student participation, reduced evaluation apprehension, increased cooperative learning and problem-solving activities, and immediate and more frequent feedback.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>