A Case Study of Using Padlet to Capture Insights in Class
The Hong Kong University of Science and Technology Clear Water Bay, Hong Kong
The Hong Kong Polytechnic University Hung Hom, Hong Kong
ABSTRACT
Active learning appears to become more and more popular. One of the key principles is its reflective nature where learners learn by generating insights on their own. Generate insights can be challenging sometimes. This research studies a case of using Padlet to capture insights in university teaching targeted young learners. The key research questions of this paper are: (1) Compared with using paper and pen, are learners able to generate more insights by using Padlet (quantity)? (2) Are learners able to create deeper insights (quality)? In order to measure the impact of this new approach, the number of insights generated and the quality of insights was examined among 273 learners in 3 batches from February 2016 to May 2017. There are two ways to measure the education performance of learners. Firstly, by evaluating of insights generated by students, and secondly, by collecting personal feedback in a more detailed manner through interviewing 10 learners in a focus group setting. Focus group questions include “By co-creating insights by Padlet, are you more inspired than doing silent brain-storming using pen and paper on your own? Why?” and “Do you find Padlet easy to use? In what sense?” The preparation time before class and technological challenges are covered. The findings reveal the advantages and drawbacks of using Padlet compared with the traditional way of using paper and pen. The results of the study will help program designer in formulating a better-fit strategy when deciding what tools to deploy to capture insights during reflection in their class.
KEYWORDS
Active learning, Collaborative learning, Experiential learning, Coaching, Reflection