Socrative is an online application that is designed to be used in a ‘live’ environment where the website, and its user friendly software interface, is utilised to administer digital activities during a face-to-face session. It is an example of a participative technology used in the classroom.

Socrative can be used to administer simple but engaging class activities, namely.

  • Multiple choice quizzes
  • True/false questions.
  • Short answer questions.

The instructor can create a free account and make use of these activities, and students are able to log into Socrative without the need of any registration – all they require is the online room number provided by the instructor.

What’s important about this learning and teaching story?

The instructor can create a free account and make use of these activities, and students are able to log into Socrative without the need of any registration as all they would require is the online room number provided by the instructor.

What were you trying to achieve?

Socrative is a good example of a tool that harnesses the changing nature of the student cohort, and how they engage with learning. In the case of Socrative, it transforms the smartphone, a commonplace technology that was once viewed as a hindrance in the classroom environment (Gilroy, 2004), into a proactive learning tool. Socrative is a great way to encourage student participation using their smartphone (or any device they choose to sneak uninvited into the classroom!) as a means to enjoy engaging class activities (Wash, 2014) that values their input.

What did it look like?

The use of Socrative is consistent with blended strategies that involve the intersection of online tools with traditional classroom methods (Porter, Graham, Bodily, and Sandberg, 2016). The best technologies are those that complement the classroom experience, rather than replace the traditional face-to-face delivery (Sawang, O’Connor, and Ali, 2017).

This is why Socrative is ideal as it doesn’t necessarily change what happens in the classroom, but rather it enhances the classroom experience by making the typical question/answer session more engaging. Importantly, Socrative provides a means for student collaboration, and this is particularity useful for those students who are initially shy to speak up but have great ideas to contribute. Such students may write their responses and contribute to the live results produced by Socrative (Guarascio, Nemecek, and Zimmerman, 2017).

The activities in Socrative are instantaneous, but they’re certainly not temporary, since upon the conclusion of an activity Socrative provides the instructor the opportunity to not only generate live reports, but also have reports emailed to them in Excel format. This extends the usefulness of Socrative beyond just being a class activity program, as it provides data which can subsequently be used to perform analytics or even generate collaboratively created student resources (Awedh, Mueen, Zafar, and Manzoor, 2015).

How can I make this happen?

In summary, the benefits of Socrative are:

  • It is free and requires no registration (no installation either unless students want to download the free app on their phone).
  • Its usage is actively monitored by the instructor during class time.
    Students are able to participate anonymously during informal class activities.
  • Should there be a formal assessed activity, Socrative settings allow for students to be credited for their response.
  • Socrative is a tool which complements and aids existing processes and systems, not replace.

You can create your free account in the following page:

Once you have your room number, that is all the information students will need to log in and complete activities.

Article based on my teaching blog: Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2015). Using Socrative and Smartphones for the support of collaborative learning. arXiv preprint arXiv:1501.01276. Dervan, P. (2014). Increasing in-class student engagement using Socrative (an online Student Response System). AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 6(3). Gilroy, M. (2004). Invasion of the classroom cell phones. The Education Digest, 69(6), 56. Guarascio, A. J., Nemecek, B. D., & Zimmerman, D. E. (2017). Evaluation of students’ perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement. Currents in Pharmacy Teaching and Learning. Kokina, J., & Juras, P. E. (2017). Using Socrative to Enhance Instruction in an Accounting Classroom. Journal of Emerging Technologies in Accounting, 14(1), 85-97. Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. The Internet and Higher Education, 28, 17-27. Sawang, S., O’Connor, P. J., & Ali, M. (2017). IEngage: Using technology to enhance students’ engagement in a large classroom. Journal of Learning Design, 10(1), 11-19. Wash, P. D. (2014). Taking advantage of mobile devices: Using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99-101.