An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment

Quinn, Andrew

doi:10.1080/10911351003749102

Cited by 18 publications

(16 citation statements)

References 3 publications

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“…Seventeen (A^ = 17) students completed their surveys, or 68% of the students who attended the class and used SRS. Questions were drawn from previous surveys of SRS (Hoekstra, 2008;MacCeorge et al, 2008;Quinn, 2010) and asked on a scale of 1 {strongly disagree) to 5 (strongly agree). Students' responses were tallied for descriptive presentation.…”

Section: Survey Designmentioning

confidence: 99%

Teaching Note—Ask the Audience: Using Student Response Systems in Social Work Education

Friedline¹,

Mann²,

Lieberman³

2013

Journal of Social Work Education

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Section: Survey Designmentioning

confidence: 99%

Teaching Note—Ask the Audience: Using Student Response Systems in Social Work Education

Friedline¹,

Mann²,

Lieberman³

2013

Journal of Social Work Education

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“…The primary driving force behind this assumption is that VWs are more engaging than traditional online communication [15,35,36]. This is particularly salient for collaborative team performance because engagement refers to a cognitive state in which a person is completely focused on a task [36].…”

Section: Virtual World Collaborationmentioning

confidence: 99%

“…When tasks are inherently engaging one's performance tends to increase [2], as does their propensity to experience another beneficial psychological state called flow [12]. Flow occurs when one reaches a state of enjoyment, satisfaction, and control resulting from being fully engaged in an activity [35]. In VWs, flow typically occurs due to a person's capability to co-exist in a realistic space where one can seemingly interact with others and the environment [4,35].…”

Section: Virtual World Collaborationmentioning

confidence: 99%

“…Flow occurs when one reaches a state of enjoyment, satisfaction, and control resulting from being fully engaged in an activity [35]. In VWs, flow typically occurs due to a person's capability to co-exist in a realistic space where one can seemingly interact with others and the environment [4,35]. Specifically, being able to communicate (verbally and via text chat), exhibit emotions and body language, and express oneself via object creation, manipulation, and sharing makes for rich interactions.…”

Section: Virtual World Collaborationmentioning

confidence: 99%

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Collaboration in Virtual Worlds: The Role of the Facilitator

Wigert

Vreede

Boughzala

et al. 2012

2012 45th Hawaii International Conference on System Sciences

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Virtual worlds (VWs) are becoming a popular medium for meetings and collaborative problem solving efforts. However, complex VW communication tools and challenges in managing online social interactions are likely to complicate VW collaboration efforts. The purpose of our study therefore was to investigate the role of the facilitator when collaboration is conducted in a virtual environment. We developed a questionnaire based on major issues in real world collaboration and interviewed 14 subject-matter experts. Participants were asked to identify what key differences facilitators perceive between virtual and real world collaboration. In response, participants provided many insights, such as the new interpersonal management challenges that arise from the absence of face-to-face communication. Participants also warned of the challenges associated with the introduction of more technology to the collaboration process. Further, they identified credibility and trust issues that arise due to facilitators' avatar manipulation skills and avatar appearance. Suggestions for avoiding pitfalls and optimizing collaboration are provided.

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“…Clickers have been available for several years and some universities or individual instructors mandate that students purchase clickers. However, other than a description of using one manufacturer's ARS system (Quinn, 2007) and a more recent study by Quinn (2010) on student evaluation of their clicker experience in a human behavior class, the social work literature lacks any reference to the use of and=or efficacy of ARS in social work education. As ARS are adopted by universities, it is important that their use be critically examined, especially in the typically smaller social work foundation courses versus larger science courses.…”

Section: Introductionmentioning

confidence: 99%

Audience Response Systems: Using “Clickers” to Enhance BSW Education

Smith

Shon

Santiago

2011

Journal of Technology in Human Services

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Among new technologies for enhancing classroom-based education are audience response systems (ARS), also known as ''clickers.'' These handheld devices record student responses to instructor questions and send them electronically to a receiver that tallies the responses. Summary results are then projected, usually as a graph. Instructors piloted the use of clickers in undergraduate social work research and practice courses. Instructor and student experiences with the clickers were examined by type of course, frequency of use, ease of use, perceived impact on learning, and use by students with disabilities. Instructors and students in both types of courses found the clickers beneficial. Minor differences by type of course were found. Some students with disabilities noted problems using the clickers. More use of clickers and research on their use in social work education is recommended along with continued attention to universal design in course preparation. INTRODUCTIONAmong relatively new technologies for enhancing classroom-based education are audience response systems (ARS), also known as classroom response systems (CRS) and, informally, as ''clickers.'' Clickers are handheld devices that, at minimum, allow all students in the classroom to electronically respond to questions posed by the instructor. Clicker responses are then tallied by a receiver and presented in graph form in tandem with any projected software (e.g., PowerPoint). This instant feedback allows the instructor to create an interactive learning environment by stimulating further discussion, providing clarification where necessary, or even reteaching concepts if clicker responses reflect poor understanding of the lesson. Opinion-based as well as factual questions can be posed.Clickers are made by several companies and have varying features beyond the tallying and display of student responses. Clickers have been available for several years and some universities or individual instructors mandate that students purchase clickers. However, other than a description of using one manufacturer's ARS system (Quinn, 2007) and a more recent study by Quinn (2010) on student evaluation of their clicker experience in a human behavior class, the social work literature lacks any reference to the use of and=or efficacy of ARS in social work education. As ARS are adopted by universities, it is important that their use be critically examined, especially in the typically smaller social work foundation courses versus larger science courses. This paper presents findings from an exploratory study that involved the pilot testing of two different models of clickers in undergraduate social work research and practice courses, courses with contrasting learning expectations. It will compare the acceptability and desirability of ARS from both student and instructor perspectives in these two courses. Findings from student surveys on how the clickers impacted their learning and their recommendations on further use of clickers will be presented. Findings will be compared by type of ...

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An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment

Cited by 18 publications

References 3 publications

Teaching Note—Ask the Audience: Using Student Response Systems in Social Work Education

Teaching Note—Ask the Audience: Using Student Response Systems in Social Work Education

Collaboration in Virtual Worlds: The Role of the Facilitator

Audience Response Systems: Using “Clickers” to Enhance BSW Education

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