An investigation of the effectiveness of electronic classroom communication systems in large lecture classes

Abstract

Since 2002 we have been investigating the use of an electronic classroom communication system in large first year lecture classes. Handheld keypads were distributed to teams of students during a lecture class. Students used the keypads to answer two step multiple choice problems after a discussion within their group. The questions were generated using students' answers from previous exams. We have evaluated our use of the classroom communication system using a survey about how comfortable students are with this type of interaction. In addition, we have tried to determine if the use of the classroom communication system can be linked to student performance on exams. Our results show that students are comfortable with this technology and feel that, on the whole, interactive lectures are useful. At a first glance, there is an improvement in students' exam performance, but there are too many competing factors to clearly say that this improvement is solely due to the use of the classroom communication system. Even though this paper is based in physics and a physics example is used to illustrate points, the technique can be applied to other discipline areas.

Implementation of personal response units in very large lecture classes: Student perceptions

“…These results are strikingly similar to the attitudes of students reported by Sharma, Khachan, Chan and O'Byrne (2005). Most people enjoy having fun, using conveniences in their lives, and getting something for nothing.…”

SpeakUp – A Mobile App Facilitating Audience Interaction

“…Clickers allow students to anonymously answer questions and afterwards teachers can access the aggregated answers. Clickers and other classroom interaction systems are generally regarded as contributing positively to the learning process [18,2,16,4].…”

Factors affecting educational innovation with in class electronic response systems

“…This is despite the obvious benefits noted by Sharma, Khachan, Chan and O'Byrne (2005), Fies and Marshall (2006), Shapiro (1997), Mitchell (2001), Judson and Sawada (2002), Draper and Brown (2004), Jones, Connolly, Gear and Read (2001), Beatty (2004), Burton (2004) and Elliott (2003), which include improved classroom dynamics (eg, lecturing style, level of student preparation or fatigue), motivated students, enhanced information for teaching decisions (called contingent teaching by Draper and Brown, 2004) and efficiencies in teaching administration (e.g. attendance records, student evaluation of teaching).…”

“…Ongoing recent research (e.g. Banks, 2006;Sharma, Khachan, Chan & O'Byrne 2005;Freeman & Blayney, 2005) continue to highlight the student benefits.…”

“…Although some studies briefly allude to the impact of electronic response systems on academics (eg, Sharma, Khachan, Chan & O'Byrne 2005;Draper & Brown, 2004;Jones, Connolly, Gear & Read, 2001, Beatty, 2004Burton, 2004), there is limited systematic research of academics' experiences and adoption decisions reported in mainstream learning technologies research or disciplinary based journals. Hence this paper focuses on the academic decision to adopt ERS.…”