Hi! Please join today’s workshop on Nearpod before we start!

nearpod.com/student
Join Code:

BUIVM
Facilitating Engagement and Interactivity with
a Virtual Lesson Platform
Using Nearpod in the Age of COVID-19

Welcome!
Presentation Layout 1

1. Brief introduction to my university

2. Learning online - Why nearpod? How to use Nearpod? 2

Short Literature Review and a tutorial for Using textbooks, discussions,
vocabulary, informing instruction

3. Student Perceptions - Survey (n=197) 3

Interaction and enjoyment, usefulness, effectiveness, nearpod and zoom

4. Conclusion - Discussion of Results, Limitations,

Implications for future use
Final takeaways 4
Ritsumeikan Asia Pacific University

Ritsumeikan Asia Pacific University

Kyoto

Beppu, Japan
1.5 hour flight from Tokyo
Mid-sized city with 120,000 people
Tourist destination with 2000 natural hot
Ritsumeikan Asia springs
Pacific University
APU by the Numbers

49.5%
international students
49%
5,648
2,906 students international faculty

represent 21
countries/regions
total students

Approx. 5400
undergraduate, 200
master’s and PhD
92 152
students countries/ regions countries/ regions

current student body Current students and

alumni 2019 AY Statistics

Ritsumeikan Asia Pacific University

 The Problem - a timeline 1

Students and Teachers

1 Early 2020 Covid outbreak 3 2
struggled with Zoom lessons

Spring and Fall semesters at Nearpod was used as a lesson

2
our university were set to be
4 platform and student feedback was
100% online for all language recorded
courses 4
 Literature Review 1

Synchronized Online Benefits of progress

Learning and Assessment
● Immediate feedback on nearpod
improved motivation and student
performance,encourages
participation, facilitates interaction
(Amasha et al., 2018)
● Promotes active learning (Hakami,
2020)
monitoring for teachers
2
● Nearpod reports help teachers to
improve future instruction and
recognize area where students are
showing weakness (McKay and 3
Ravenna, 2016)

4
Nearpod Tutorial - What will I show today? 1

4
Nearpod Tutorial - What will I show today? 1

4
 M
Breakout room discussion!
What are some challenges you have faced
T
teaching online or hybrid style?
Nearpod tip X
: Show stud
question on ents the
an individua
before the " l slide
collaboratio
board" slide n T
to encourag
students to d e
iscuss BEFO
writing thei RE
r comments
. F
 M
Using slide-show feature

F
 M
Using slide-show feature

● Good for breaking up parts of

a writing workshop
X
● Useful for having students
practice speaking tests or a
variety of discussions
T

F
 M
Using nearpod with textbooks, lectures, vocab

● Introduce vocabulary using the matching function T

● Space out the reading/lecture paragraph by

paragraph X

● Integrate questions into the lesson during

reading/lecture (not after) using the quiz function T

● Facilitate discussions using the collaboration board or

open-response function
F
 Matching tool for pre-reading vocabulary 1

● 1. Go to https://www.er-central.com/text-helper/,
copy the text, identify words that you think students 2

may need to know in order to better understand the

article.
3

● 2. Make the definition matching cards on nearpod

using the "matching pairs" feature
4
Matching tool for pre-reading vocabulary 1

4
 M
Using the matching feature

F
Matching tool for pre-reading vocabulary 1

4
 M
Using the open-ended question

F
 M
Using the open-ended question

F
 M
Using fill-in-the-blanks

F
 M
Check HW using the QUIZ function

F
 M
Pace the textbook readings

F
 M
Integrate reading activities after each paragraph

F
 M
Using the Draw it! Function

● Take a screenshot of your textbook

● Useful for matching activities, drawing games, or writing T

activities.

F
 M
Using the Draw it! function

● Useful for writing/grammar activities T

F
 M
Trouble during the lesson!

● Oh no you forgot to add a slide in your lesson, but your students T

are already signed in! What do you do?

F
 M
Student engagement reports after a lesson

F
 M
Other great uses

1. Use the open response as an exit-ticket activity to assess students' comprehension of a lesson or
grammar point. T

2. Make lessons student-paced for even more interaction during class or set a lesson/unit for
homework.
X
3. Have students record audio responses that can be saved.

4. Voting - students can "like" posts on the collaboration board.

T
5. Embed audio into a quiz or an open-response for listening comprehension or dictation style
activities.

6. Import a previously made PPT and just make a few changes to make it more interactive F
 Case Study explained

Survey tool
1-6 Likert scale survey
that measured student
perceptions of :
interactivity, enjoyment,
usefulness, effectiveness, intermediate through upper-
and using it on zoom
● Modified and
adapted from
Hakami’s model
(2020)
Participants Administration
Survey given on google
196 students from pre-
forms at the end of the
intermediate level
fall 2020 semester to all
students whose teachers
often used nearpod in
class.
 Survey Results: Interaction and Enjoyment

Nearpod Technology Acceptance Survey (n=197) 1 - strongly disagree 6 - strongly agree

Interaction and Enjoyment

I enjoyed sharing my answers with the class through Nearpod. 4.6

English classes that use Nearpod hold my attention more than regular zoom classes. 4.4

Online activities and discussions on Nearpod motivate me to interact with classmates 4.5
more in the lesson.

I enjoy using Nearpod in online English classes. 4.7

Nearpod facilitates interaction and communication between teachers and students. 4.5
 Survey Results: Usefulness and Effectiveness

Usefulness and effectiveness for English studying

Nearpod is a useful tool for language practice. 4.7

Classes on Nearpod increases the effectiveness of learning. 4.6

Nearpod is a useful app for practicing English vocabulary skills. 4.7

Nearpod is a useful app for practicing English speaking skills. 3.6

Nearpod is a useful app for practicing English reading skills. 4.1

 Survey Results: Integrated with zoom

Zoom system integrated with Nearpod

It is difficult to use Nearpod as an online learning application. 2.8

It was difficult to use Nearpod because of the speed or instability of my 2.8

internet connection.

Studying English Online is easier without using Nearpod. 2.7

The zoom system on its own is a better learning tool compared with its 2.9
integration with Nearpod.
 M
Takeaways from the results

Students self-reported that...

● Nearpod was enjoyable, supported interaction, and held students’

attention.
● Although students think it is useful and effective for vocabulary and
reading skills, speaking on nearpod could be better investigated.
● Some students had difficulty accessing nearpod due to network
limitations

F
 M
What did the students say?
“My internet connection made it difficult to
open Nearpod…”
T
“Internet problems made some activities run
slower” “I can have fun while studying…”

“Answers disappeared too quickly... “Increases chances to talk with class members..”
X
“Difficult switching between 2 screens, zoom “I really liked seeing everyone’s opinions after
and my own browser” group discussions.

“Sometimes I had to use my smartphone which “I enjoyed doing tasks with partners, not by
myself…” T
made it very difficult to see.”
“Helped make online classes feel like face-to-face
class”
F
“Increased my focus of the class”

Limitations and moving forward
LImitations
● Lack of interviews
● Viewing student interaction was
challenging with breakout rooms.
● Some teachers may have used the
nearpod functions differently,
which would affect student self-
reported opinions
M
T
Moving Forward
● Students indicated favorable
X
opinions on Nearpod as an online
lesson platform.
● However, students with connection
issues were at a disadvantage.
T
● Nearpod could be implemented
social-distanced classrooms to
increase interaction.
● Has limited features and functions. F
 References
Amasha, M. A., Abougalala, R. A., Reeves, A. J., & Alkhalaf, S. (2018). Combining
Online Learning & Assessment in synchronization form. Education and Information
Technologies, 23(6), 2517-2529.

Hakami, M. (2020). Using Nearpod as a Tool to Promote Active Learning in Higher

Education in a BYOD Learning Environment. Journal of Education and Learning,
9(1), 119-126.

Lowry-Brock, M. R. (2016). The effect of using Nearpod as a tool of active learning in

the high school science classroom. Montana State University, Bozeman, Graduate
School. Retrieved from
https://scholarworks.montana.edu/xmlui/handle/1/10072?show=full

McKay, L., & Ravenna, G. (2016). Nearpod and the impact on progress monitoring.
California Council on Teacher Education, 27(1), 23-27.
 Thanks so much!
Do you have any questions?

rentler@apu.ac.jp

Ritsumeikan Asia Pacific University

English Lecturer in the Center for Language Education
JALT Oita, Japan Program Chair

CREDITS: This presentation template was created by Slidesgo, including icons by

Flaticon, and infographics & images by Freepik.

Please keep this slide for attribution.