Using Synchronous Q&A Software to Promote Student-Staff Interactions

Alex Squires; Dan Rigby

Using Synchronous Q&A Software to Promote Student-Staff Interactions

Economics

Research output: Other contribution › peer-review

Abstract

This post expands on Wilson’s (2022) experience with synchronous Question and Answer (Q&A) software, by presenting further evidence on student use and assessment of a real-time, synchronous, online discussion tool (Slido). One key difference between Wilson’s experience of using Q&A and ours was the addition of a second instructor to respond to questions in real time, to prevent the lecture being interrupted. We assess the introduction of Slido using different data types (quantitative, qualitative) and data sources (usage data, survey responses).

Original language	English
Publisher	Economics Network
Publication status	Published - 7 Mar 2023

Cite this

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abstract = "This post expands on Wilson{\textquoteright}s (2022) experience with synchronous Question and Answer (Q\&A) software, by presenting further evidence on student use and assessment of a real-time, synchronous, online discussion tool (Slido). One key difference between Wilson{\textquoteright}s experience of using Q\&A and ours was the addition of a second instructor to respond to questions in real time, to prevent the lecture being interrupted. We assess the introduction of Slido using different data types (quantitative, qualitative) and data sources (usage data, survey responses).",

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N2 - This post expands on Wilson’s (2022) experience with synchronous Question and Answer (Q&A) software, by presenting further evidence on student use and assessment of a real-time, synchronous, online discussion tool (Slido). One key difference between Wilson’s experience of using Q&A and ours was the addition of a second instructor to respond to questions in real time, to prevent the lecture being interrupted. We assess the introduction of Slido using different data types (quantitative, qualitative) and data sources (usage data, survey responses).

AB - This post expands on Wilson’s (2022) experience with synchronous Question and Answer (Q&A) software, by presenting further evidence on student use and assessment of a real-time, synchronous, online discussion tool (Slido). One key difference between Wilson’s experience of using Q&A and ours was the addition of a second instructor to respond to questions in real time, to prevent the lecture being interrupted. We assess the introduction of Slido using different data types (quantitative, qualitative) and data sources (usage data, survey responses).

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Using Synchronous Q&A Software to Promote Student-Staff Interactions

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