When teachers learn by observation: Vicarious reinforcement and student response systems in teacher education

Abstract

A growing body of evidence suggests that incorporating a student response system (SRS) into classroom design can enhance the quality of teaching and learning across different instructional modes, particularly during distance learning. SRSs can facilitate active learning, discussion-driven pedagogy, and improve learner engagement. Nevertheless, studies have indicated that forcing teachers to use technology in their teaching practice may create first- and second-order barriers, such as technical difficulties and teachers' beliefs regarding the use of technology. This study aims to determine how these barriers to technology integration in schools can be lessened through vicarious reinforcement. The participants were pre-service and in-service teachers enrolled in a post-graduate diploma in teaching at one of the UAE private universities in Abu Dhabi. The research used a mixed-method collaborative inquiry design. The researchers and student teachers collaborated for one semester to examine AhaSlides and Mentimeter SRS's role in enhancing their engagement as learners. Findings revealed that the SRS applications enhanced student teachers' engagement and motivation to learn. Vicarious reinforcement learning experiences provided effective training on technology integration, built their technical confidence in using these applications, and influenced their decision to integrate them into their classroom teaching. There is insufficient research on the adoption of SRSs in the UAE's education system. Therefore, the present investigation aims to fill this gap by assessing the benefits of SRS platforms. The paper also offers insight into higher education (HE) and School leadership on vicarious reinforcement learning opportunities to support technology adoption that differs from traditional short-term training programs.