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

Information Systems (IS) pedagogy research supports the use of collaborative learning strategies that are based on the belief that learning increases when students work together to solve problems and develop cooperative learning skills. The use of innovative active learning approaches instead of lecture-based approaches have helped to engage student learning and build a broader range of skills and experiences (e.g., [1, 2]). In this project, we present an empirical comparison of two active learning classroom 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. In contrast, traditional student presentations allow individuals to provide content but offer somewhat limited interactions. We analyzed data from 174 student surveys and in-class researcher observations of student engagement in an undergraduate senior capstone course entitled, Innovation in Information Systems. The course is centered on studio-based learning as assignments are primarily project-based, students' work is periodically evaluated through critiques, and students continuously engage in critiquing peers' work [3]. The course utilized an alternating series of speed dating and presentation session formats. Our analysis resulted in three main findings. First, students reported receiving and giving much more helpful feedback during the speed dating sessions than in the presentation sessions. Second, students reported being significantly more engaged during the speed dating sessions than in the presentation sessions Finally, classroom observations of engagement showed that students were significantly more engaged in the speed dating session as compared to the presentation session [4]. We believe 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.