Introduction: This research presents the author’s experiential teaching, active and reflective learning theories for knowledge retention in digital teaching and technology platforms over the last eight years (2018-2025) in one of his postgraduate modules (International Entrepreneurship).

This paper draws on the author’s experiential teaching and learning practices at Sheffield Hallam University on the PebblePad, Sandpit, Blackboard and Google Drawings platforms.

The results of adopting PebblePad for students and staff include convenience, accessibility, downloadability, and user-friendliness, as well as enhanced group and active learning through active engagement and knowledge retention. Among the challenges are technical complexity, compatibility issues, lack of support, and security concerns, which are discussed at the conference.

Methodology: A survey of five stakeholder categories, with a total of 194 participants: 180 students, 9 teaching staff (instructors), 2 IT experts, 2 members of the software licensing team, and 1 Pebblepad software developer.

Results: The results have been collated from 35 (18%) respondents who identified significant benefits and some areas for improvement.

Significance: The research has established significant benefits for higher education stakeholders, consistent with broader societal and industry trends toward digital engagement and online activities that promote transparency, competitiveness, knowledge retention, and efficiency.

Authors:
Tilahun Mekonnen, Sheffield Hallam University, United Kingdom

About the Presenter(s)
Dr Tilahun Mekonnen is a University Associate Professor/Senior Lecturer at Sheffield Hallam University in United Kingdom

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