Speed dating learning client not updating time
Students completed brief surveys after each project-sharing session, and a sampling of sessions was observed by a trained researcher.
According to the surveys, students reported receiving and giving much more helpful feedback during the speed dating sessions as compared to the presentation sessions.
Faculty members teaching the capstone Information Systems project course explored how students could get more – and more useful – peer feedback on their project work.
The “traditional” approach involved a few student groups giving serial presentations to the full class every few weeks.
Účastníci na speed dating sú vyberaní na základe viacerých kritérií.
The hypothesis was that, with speed dating compared to class presentations, students could (a) provide more feedback on project ideas as well as (b) provide more helpful feedback and (c) demonstrate greater participation in class.
Ashlie: So, I guess we could say, tall, beautiful, funny, clever, thin, successful...
Am I: A: Quiet and shy; B: Outgoing and chatty; C: Optimistic and confident?
For comparison, a “speed dating method” was implemented in alternating project-sharing weeks.
During speed dating sessions, groups paired up, and then individual students representing the two groups paired up to reciprocally present and discuss their progress.