Dr Joy Mcentee, Mrs Jessica Viven-Wilksch, Dr Rebecca Vivian
University of Adelaide
Background: This case study reports on using Echo360 Active Learning Platform (ALP) in the Humanities at The University of Adelaide.
Echo360 is classroom-based technology that facilitates active learning and interaction in large classes. It was evaluated in a large (1,250 students) 2016 study at Gri th University, with results showing that students were engaged by the technology and academics saw value from its use (Du y, James, Campbell and William 2017).
In 2017, Joy McEntee introduced Echo360 activities
in an undergraduate English class consisting of 130 students with positive results. In 2018, she and Jessica Viven-Wilksch are leading a study involving three academics and 570 undergraduate students.
This project investigates optimal ways of using Echo360ALP to increase student engagement and
to make lectures student-centric. In fact, it is doubly student centred, as it adopts a ‘Students as Partners’ approach, with two student partners working with lecturers to develop and evaluate Echo360 activities. (Healey, Flint and Harrington 2014).
Methods: This study adopts a mixed-methods approach, using surveys, focus groups and student partner re ections.
Findings: In a survey of students in the 2017 pilot (n=39)
• 89% said Echo360 was useful to their learning
• 72% said Echo360 increased their engagement in
The larger 2018 study is still in progress, but results
will be available for report at the THETA conference in May 2019.
Discussion: Key activity types in Echo360 include quizzing and polling, but many in the Humanities are concerned about using such tools, feeling that they can be reductive. But, as a study in English, Film and History subjects is demonstrating, using the active
learning features of Echo360 can enrich learning, and break down barriers between teachers and students.