Thinking Pedagogically about
GoSoapBox
The GoSoapBox logo at https://www.gosoapbox.com/
GoSoapBox (GSB) is Student Response Systems (SRS) that was
launched in 2012 and has grown in popularity within and across primary,
secondary and tertiary educational contexts. While SRSs traditionally take the
form of a system of wireless handheld devices that allow students to answer
questions in real time (Méndez-Coca & Slisko, 2013), GoSoapBox provides the
same functionality in a web-based form. Its features include multiple-choice
polls, open-ended discussion questions and social chat, allowing students to
pose questions as well as start and engage in discussion (Carroll, Sankupellay,
Rodgers, Newcomb, Cook, 2018). A particularly useful feature is a ‘barometer’
that aids the teacher in gauging the perceived level of understanding a class
has in relation to content being discussed.
As an SRS, GSB is grounded in the Social Constructivist pedagogical
perspective that emphasises the importance of social and cultural elements in
learning (Bower, 2017). According to this perspective, knowledge is constructed
socially with cultural context playing a key role in its interpretation (Hung,
2001). GSB’s value is perhaps best assessed when it is considered in relation to
the elements of Bandura’s (1977) Social Learning Theory. Arguing that humans
develop knowledge by observing and interacting with others, Bandura proposed that
learning occurs across a series of four processes: attentional, retentional, motor
production and motivational.
Attentional Processes
Bandura (1977) argued that learners are more likely to be
attentive to behaviours that are desirable and that they will most likely be
required to imitate. GSB provides ‘vote up’ system where preference can be
given to comments that are considered the most helpful. A teacher can take
advantage of this immediate feedback in a live forum to shape the nature of
their content and interaction (Carroll et al, 2018).
Retentional
Processes
Retentional processes provide opportunities for behaviour to
be viewed and rehearsed before it is performed (Carroll et al, 2018). As GSB is
constructed in a written form, students have the chance to review and edit
their contribution before publishing it. They can also read and consider ideas
shared and discussed by their peers.
Motor Processes
Motor processes relate to the decisions learners make about
when and how to participate in learning activities (Carroll et al, 2018). In its
favour, GSB has a feature that allows for anonymous participation. However, all
comments are viewed by the entire class and are open to criticism that can be
both constructive and deconstructive. Teacher moderation is required to ensure
a positive learning environment is maintained.
Motivational Processes
SLT posits that learners are motivated the most to model
behaviour that leads to pleasing results (Carroll et al, 2018). GSB provide students
with the ability to ask questions within traditionally silent lecture style
context in a safe and regulated way.
References
Bandura, A. (1977). Social
learning theory. New York, NY: General Learning Press.
Bower, M. (2017). Design of
technology-enhanced learning: Integrating research and practice. Retrieved
from http://ebookcentral.proquest.com
Carroll, J., Sankupellay, M.,
Rodgers, J., Newcomb, M., & Cook, R. (2018). GoSoapBox in public health tertiary
education: A student response system for improving learning experiences and
outcomes. Australasian Journal of
Educational Technology, 34(5), 58-71.
Hung, D. (2001). Theories of
learning and computer-mediated instructional technologies. Educational Media
International, 38(4), 281 – 287.
Méndez-Coca, D., & Slisko, J.
(2013). Software Socrative and smartphones as tools for implementation of basic
processes of active physics learning in classroom: An initial feasibility study
with prospective teachers. European Journal of Physics Education, 4(2),
17-24. Retrieved from http://dergipark.gov.tr/download/article-file/62733
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