The successful use of "ConcepTests" to promote engagement, conceptual understanding and peer-peer learning in large lecture theatres

This 5-minute lightning talk will discuss an incidence of using a ConcepTest in radiation science lecture of Level 4 students to promote active learning, peer instruction and a deep conceptual understanding of a complex issue. Using Mazur (1997) method of blind ConcepTest, peer instruction and re-blind ConcepTest, a group of 80 Level 4 diagnostic radiography learners demonstrated 3x the increase in correct answers by the use of peer instruction. It is recognised by current researchers (Sayer, Marshman & Chandralekha, 2016) that clickers are a useful tool in this; however, where do we go when technology fails us and how useful is technology in this circumstance?



In this case, the technology available was not suitable (Mentimeter) and I have previously noted frustration with tech in the student body. However, promoting digital literacy benefits the students and would mean answers can be recorded, helpful for evidence and for students to refer back to. On reflection and for future use, I will trial Moodle for its quick feedback options and for future purposes, student feedback on different methods of reporting the platform to make the question choice more helpful.