Abstract
Online educational scenarios are characterized by major challenges concerning the promotion of interaction, both between instructors and students and among students themselves. Traditional videoconferencing tools do not favor interaction as they have been designed for a more lecture-based format. Therefore, it is necessary to look for additional technologies that encourage active learning methodologies in online educational scenarios. This article presents a large-scale pilot of using Engageli at Universidad Carlos III de Madrid (UC3M) in the 2021/2022 academic year. Engageli is a tool specifically designed to promote interaction in online and hybrid learning environments, starting with the assignment of students to virtual tables since the moment they connect to a live session. Engageli has been used on a large scale at UC3M mainly in two subjects on Digital Literacy and Digital Numeracy. This first pilot year revealed the potential of Engageli to promote interaction in online educational scenarios and showed the opportunities to implement complex collaborative learning situations in online environments. Nevertheless, this first pilot year has also served to identify the importance of carrying out extensive training with instructors on the use of Engageli with a focus on the specific technology, but also on the learning situations that can be implemented to get the most out of the tool.
Author Information
Carlos Alario-Hoyos, Universidad Carlos III de Madrid, Spain
Carlos Delgado Kloos, Universidad Carlos III de Madrid, Spain
Pedro Manuel Moreno-Marcos, Universidad Carlos III de Madrid, Spain
Paper Information
Conference: ACEID2023
Stream: Design
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Alario-Hoyos C., Kloos C., & Moreno-Marcos P. (2023) Promoting Student Interaction in Online Educational Environments With Engageli ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.10
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.10
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