Use Etherpad to improve engagement in large transnational classes

Encouraging engagement in a transnational first-year business class of 300 poses significant challenges. Despite previous efforts to encourage participation, I have often been met with silence and hesitation. I identified three potential reasons for this: first, students were still developing their English language skills and might have felt unprepared to express themselves effectively. Second, the class consisted of students from diverse backgrounds and programmes, resulting in varying levels of prior knowledge. Lastly, cultural considerations, such as the fear of losing face, could have influenced students’ reluctance to participate. In light of these, I sought alternative solutions to promote engagement.

Why Etherpad?

I explored various methods, including offering small mark bonuses for voluntary in-class participation. However, the impact of these initiatives proved minimal. While searching for a solution, I discovered Etherpad, a real-time collaborative document-editing tool that lets participants anonymously share their ideas without speaking aloud. Each participant’s contributions are highlighted in different colours, making the process visually engaging. It appeared to be a promising solution to address the engagement issues in my large class.

Studies have shown the positive impact of Etherpad on student engagement. For example, Bebermeier and Kerkhoff and Pymm and Hay’s research found that Etherpad fostered connections and improved communication. Motivated by these findings, I integrated Etherpad into my first-year module.

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Implementing the use of Etherpad

Before the lecture, I introduced students to the concept of real-time interactive participation using both verbal and non-verbal means. When no one volunteered to answer questions during the class, I directed students to Etherpad on our teaching and learning platform. They could freely edit and contribute answers anonymously. Soon, the Etherpad document filled up with diverse opinions and responses. It served as a solid foundation for further in-class communication and development.

The benefits of using Etherpad

The change in engagement was remarkable after introducing this tool; the number of students actively engaging in discussions and providing detailed responses noticeably increased. The Etherpad document became a vibrant space filled with diverse perspectives, It was a world away from the disengaged class I was used to.

Additionally, Etherpad improved the quality and depth of responses. The anonymity seemed to empower students to express their thoughts more freely and in greater detail. Contributions were more thoughtful, analytical and evidence-backed. For example, after a presentation from a guest speaker, I asked students to reflect on what was discussed. As usual, no student voluntarily answered the question. However, through Etherpad, some students raised thought-provoking points, including how to succeed in business while maintaining a personal identity.

Beyond engagement, Etherpad helped me achieve several of my pedagogical goals. It promoted inclusivity by providing a platform where all students, regardless of their language proficiency or confidence in public speaking, could participate equally. It fostered critical thinking and analytical skills as students had to construct and articulate their thoughts in writing. The collaborative nature of Etherpad also encouraged teamwork and cooperation, as students engaged in discussions, provided feedback and collectively built knowledge.

What students thought

The feedback I received about Etherpad was primarily informal, gathered through conversations with students before and after class. The general sentiment was overwhelmingly positive. Many students found the anonymity liberating and the discussions that came out of the activity enriching. It’s clear that Etherpad fostered a sense of collective learning.

The limitations of Etherpad

Although Etherpad proved to be beneficial in my experience, there are some disadvantages to its use. One is the potential over-reliance on written responses, which leads to an underemphasis on the development of oral communication skills. To address this, I invited students to complement their written discussions with verbal interactions. 

Another issue I found was that the anonymity sometimes led to inappropriate or off-topic comments. I established clear guidelines and expectations for respectful and relevant contributions to mitigate this risk. Also, monitoring the Etherpad document during class allowed me to address inappropriate content promptly.

By leveraging technology to create an anonymous and collaborative space, educators can empower hesitant students to actively contribute and foster a more interactive and inclusive learning environment.

Ying Feng is an assistant professor of strategic management at Xi’an Jiaotong-Liverpool University’s International Business School Suzhou.

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