Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices

Patry, Marc W.

doi:10.20429/ijsotl.2009.030217

Cited by 40 publications

(42 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, students performed equivalently on exams, although overall course GPA was descriptively higher in the clicker sections. Therefore, in addition to replicating previous findings about the benefits of using clickers (e.g., increased engagement, helps learning; Barnett, 2006;Patry, 2009), these results suggest that clickers have a positive effect on student evaluations without negative consequences for performance. This contribution is noteworthy because a majority of clicker literature has examined the clicker pedagogy on its own or has compared clickers to traditional classrooms (Blasco-Arcas et al, 2013;Shaffer & Collura, 2009).…”

Section: Discussionsupporting

confidence: 81%

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Walker

Spangler

Lloyd

et al. 2018

AJET

View full text Add to dashboard Cite

Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students' openended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students' attitudes towards the instructor's pedagogy without any negative consequences for performance.

show abstract

Section: Discussionsupporting

confidence: 81%

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Walker

Spangler

Lloyd

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…En este sentido, el valor del aprendizaje activo es enfatizado por la literatura científica (Beard, 2010;Bixio, 2004), en donde se reconocen las deficiencias en la formación educativa de los estudiantes debido a la falta de compromiso y participación dentro del aula de clases, particularmente de aquellos con alta densidad estudiantil. Como respuesta a esta situación, se propone el fomento de metodologías de aprendizaje activas en las aulas de clases (Patry, 2010).…”

Section: As Tics Na Formação Universitária Realizações E Desafios Paunclassified

Las TIC en la formación universitaria. Logros y desafíos para la formación en psicología y educación

Rivero¹,

Chávez²,

Vásquez³

et al. 2015

PSICO

View full text Add to dashboard Cite

Las TIC en la formación universitaria. Logros y desafíos para la formación en psicología y educación El presente estudio explora metodologías activas y participativas, que fomentan el aprendizaje autónomo y la reflexión sobre el propio proceso de aprendizaje con el uso de las TIC. En el Estudio 1, se utilizaron los dispositivos de respuesta inmediata (clickers) como estrategia pedagógica y de evaluación, en la formación básica de Psicología. 60 estudiantes universitarios, con rango de edad de 19 a 26 (M = 21.12, SD = 1.47), respondieron un cuestionario tipo Likert con 40 preguntas múltiples y también preguntas abiertas, acerca de los beneficios y desventajas percibidas con el uso de los clickers, en la formación en psicología. Los resultados mostraron percepción positiva a nivel de beneficios en las estrategias pedagógicas, facilitando la revisión teórica, el reforzamiento conceptual, los debates en clase, y la verificación inmediata del conocimiento. Se concluye que el uso de los clickers en la formación de pregrado en psicología es una herramienta efectiva para aplicar las TIC en el proceso de enseñanza-aprendizaje de nivel universitario. En el Estudio 2, se presentan los resultados de un estudio exploratorio con la aplicación de la estrategia de enseñanza flipped classroom en estudiantes del V ciclo de educación inicial y primaria, a través de una metodología activa dentro y fuera del aula como parte del curso de Psicología del Aprendizaje. Los resultados revelan que los estudiantes interiorizaron mejor los conceptos, mostraron mejores niveles de motivación y estuvieron satisfechos con sus logros.Palabras clave: formación universitaria, TIC, currículo, competencias, estrategias de aprendizaje.

show abstract

“…This represents only one student within the group and is inconsistent with the findings from a previous study, which recorded anonymity as one of the least helpful features of clicker technology. 39 Regardless of preference on anonymity the prospect of engaging without finger pointing can be considered widely beneficial and inclusive.…”

Section: Clicker Technology Analysismentioning

confidence: 99%

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Dickson

2014

Ultrasound

View full text Add to dashboard Cite

Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n ¼ 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

show abstract

Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices

Cited by 40 publications

References 12 publications

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Las TIC en la formación universitaria. Logros y desafíos para la formación en psicología y educación

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Contact Info

Product

Resources

About