The University of Saskatchewan has a continuing commitment to a technology-enhanced learning environment for students and in January 2016 acquired a campus-wide license for the Top Hat student response system. Top Hat is a software-based student response system, incorporating a “bring-your-own-device” solution, that is available at no direct cost to instructors and students. The primary goal of Top Hat is to enhance the teaching and learning experience for both instructors and students by bringing more engagement and interaction into traditional passive lecture-style learning approaches.

Who we are

We are a research team at the University of Saskatchewan who are interested in student response systems with a specific focus on Top Hat, their pedagogical effectiveness, and investigating the best teaching practices for these systems. Our team is organized under the Scholarship of Teaching and Learning (SoTL) cluster titled “Technology-Enhanced Learning: An Assessment of Student Response Systems in the University Classroom.”

• Carleigh Brady, PhD, Instructor, Dept. of English
• Soo Kim, PhD, B.Sc.PT, Professor, School of Rehabilitation Science
• Landon Baillie, PhD, Professor, Dept. of Anatomy, Physiology and Pharmacology
• Raymond Spiteri, PhD, Professor, Dept. of Computer Science
• Neil Chilton, PhD, Professor, Dept. of Biology
• Katherina Lebedeva, PhD, Instructor, Dept. of Anatomy, Physiology and Pharmacology

In March of 2018, we invited all individuals with a Top Hat instructor account at the University of Saskatchewan to participate in a survey about the use of Top Hat on campus and to share their experiences.

Results

 A total of 58 instructors responded to the survey. We found the majority of instructors using Top Hat at the University of Saskatchewan:

• incorporate it in class to assess student concept understanding, test student recall, and share student perspectives (opinions, experience, and demographics)
• use it for asking questions, creating discussions, and monitoring attendance
• prefer “multiple choice question,” “word answer,” and “click on target” formats
• think that the greatest advantages of Top Hat are: increased participation and engagement, student assessment, instant feedback from students, and the system’s ease of use/functionality
• consider that Top Hat’s biggest disadvantages to be the time investment for software setting-up and grading, design issues, and technical issues (e.g. room connectivity)

In summary, we found that most instructors using Top Hat found it effective in facilitating a collaborative teaching and learning environment. Top Hat encourages students to participate actively during lectures by asking questions and polling student responses online. Despite some disadvantages, Top Hat is still preferred over clickers for its increased functionality (various question formats, interactive functions, and use of graphics), as well as its instant feedback and results polling.

However, further studies should be conducted to systematically evaluate the effect of Top Hat on student academic performance.

 Find more information

• More detailed survey results 
• Interested in implementing Top Hat in your teaching practice? Click for more information about Top Hat and how to set it up.
• See the Gwenna Moss Centre for Teaching and Learning (GMCTL) for helpful workshops on Top Hat, typically in the fall or by request