Technology-enhanced pathways to active learning: Student response systems facilitating peer-instruction and self-assessment in large classrooms

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This paper describes an active learning approach implemented in a first-year undergraduate course in Introductory Macroeconomics taught at the University of East Anglia. The first part of the paper explains the motivation that led me to introduce this approach, which builds on powerful pedagogies such as self-assessment and peer-instruction, as well as on technology-enhanced learning through Student Response Systems. In the second part of the paper, I report on the mixed-methods evaluation strategy implemented to appraise pedagogical effectiveness. Whilst only briefly commenting on quantitative indicators, which have been the focus of previous publications, the focus of this paper is on qualitative data that conveys students’ perceptions of their learning experiences when using the approach. Analysis of the qualitative data highlights that students view my pedagogical approach, as well as its technology-enhanced implementation, as supportive of student learning, and as a means of enhancing their self-efficacy beliefs. The pedagogic approach is especially welcomed by students coming from an international background, characterised by diverse previous learning experiences. The approach also appears to be particularly effective for students who are struggling with their learning.
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalThe All Ireland Journal of Teaching and Learning in Higher Education
Issue number2
Publication statusPublished - 30 Jun 2019


  • Active learning
  • peer instruction
  • self-assessment
  • self-efficacy
  • student response systems

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