Eberly Center

Improving Student-Driven Feedback and Engagement in the Classroom: Evaluating the Effectiveness of the Speed Dating Model

Moussawi, S., Quesenberry, J., Weinburg, R., Sanders, M., & M. Lovett

Information Systems (IS) pedagogy research supports collaborative learning strategies based on the belief that learning increases when students work together to solve problems and develop cooperative learning skills. We present an empirical comparison from an undergraduate senior capstone course of two classroom design approaches – the speed dating method and a traditional presentation format. The speed dating method supports low-cost rapid comparison of project ideas, design, application and progress in a structured and bounded series of serial engagements, whereas traditional student presentations allow individuals or teams to provide content with somewhat limited interactions. We present our findings from 174 student questionnaire-based surveys and in-class researcher observations, which show that speed dating allowed for more helpful feedback and increased student engagement. These findings demonstrate that the speed dating method is a more effective alternative to a presentation format and is a useful complement to other collaborative learning methodologies.

Sara Moussawi, Information Systems DC

Jeria Quesenberry, Information Systems DC

Randy Weinberg, Information Systems DC

Megan Sanders, Trefny Innovative Instruction Center Colorado School of Mines

Marsha Lovett, Eberly Center Provost’s Office