Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students

Authors

  • Lucy Gill-Simmen Royal Holloway, University of London

DOI:

https://doi.org/10.47408/jldhe.vi20.575

Keywords:

Padlet, online learning tools, cognitive engagement, teaching and learning

Abstract

This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. Padlet was introduced as a digital technology platform in an undergraduate marketing class for an assessment where the stakes are considered low, that is, a formative assessment. The previous cohort had declared it difficult to engage with the original assessment, which took the form of a 1000-word written piece. To facilitate interest and motivation in the task, Padlet was introduced with the assumption that students would engage more with a task if a technology-based instructional design was implemented. This case study examines the use of Padlet to provide a platform for literacy beyond the written text, aimed to increase effort and cognitive engagement. Self-reported results indicate that students find a task supported by the use of Padlet deeply cognitively engaging. Padlet, as illustrated in this case study, could be used in either an in-person or online learning environment.

Author Biography

Lucy Gill-Simmen, Royal Holloway, University of London

Lucy Gill-Simmen is a Senior Lecturer in Marketing. She is a Senior Fellow of the Higher Education Academy and is the Program Director for Royal Holloway, University of London, Kaplan, Singapore.

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Published

30-03-2021

How to Cite

Gill-Simmen, L. (2021) “Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students”, Journal of Learning Development in Higher Education, (20). doi: 10.47408/jldhe.vi20.575.

Issue

No. 20 (2021)

Section

Case Studies

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