Key points are not available for this paper at this time.
We rst descibe the introduction of an electronic feedback system in a large lecture class in Engineering Mathematics designed to promote greater student interaction. We then look at the experience of using the system where it was primarily used to support the consolidation of key concepts in tutorials in Computer Science. We discuss the issue of how the introduction of such methods turned out to be as much a learning experience for the academics involved as for the students and consider the potential of these systems.
Ray d’Inverno (Mon,) studied this question.