Student feedback in the college classroom: A technology solution

Fitch, James L.

doi:10.1007/bf02504773

Cited by 69 publications

(56 citation statements)

References 4 publications

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“…Research has supported that Clickers create an atmosphere of student interaction that enhances critical thinking and the ability to utilize knowledge in the safety of the learning environment. Students come to learn better prepared as they know there will be a quiz, and Clickers support stimulating discussion among students about the plausibility of quiz responses (Fitch, 2004;Hatch, et al, 2005;Johnson & McLeod, 2005;Moredich & Moore, 2007;Ribbens, 2007;Skiba & Barton, 2006;Trotter, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This was achieved via an online quiz in Moodle in the penultimate week of the semester. Many methods are used to enhance student engagement in instructional nursing education courses (Moredich & Moore, 2007;Richardson & Trudeau, 2003) and systems are introduced as new technologies become available (Fink, 2005;Fitch, 2004;Roberts, 2005;Skiba & Barton, 2006;Weimer, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Clickers in the Laboratory: Student Thoughts and Views

Johnson¹,

Lillis²

2010

IJIKM

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Many methods are used to enhance student engagement in instructional nursing education courses, and systems are introduced as new technologies become available. The aim of this research was to evaluate student's experiences of the use of an Audience Response System (ARS) -aka Clickers -in the laboratory setting and determine if it improved student knowledge retention and contributed to the body of research in this area. Students used handheld RF devices to respond to PowerPoint questions in relation to wound care and management. This approach helped to focus student's attention and provide feedback on student's comprehension of material. Use of ARS devices facilitated preparation for an in-class Moodle quiz. Focused ARS questions helped students maintain attention and stay motivated to learn. Feedback allowed clinical skills facilitators to adapt laboratory sessions to address areas of deficiency.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Clickers in the Laboratory: Student Thoughts and Views

Johnson¹,

Lillis²

2010

IJIKM

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“…It is however, interesting to note that the findings on the use of MWT during lectures are mixed. On the positive note, the use of MWTs were found to enable students' to send their feedbacks to their teachers [4], enhance interactivity and promote higher levels of learning attention [5] and enhance interaction amongst students and between students and lecturers [6].…”

Section: Background Studymentioning

confidence: 99%

Mobile Wireless Technology and Its Use in Lecture Room Environment: An Observation in Malaysian Institutes of Higher Learning

Balakrishnan¹,

Lay²

2013

IJIET

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Abstract-The use of Mobile Wireless Technologies (MWT) such as mobile phones, tablets and laptops are widespread. Despite their advantages such as portability and speed, their use in the field of education is under-researched in Malaysia. This study was conducted with the main aim of exploring the use of (or rather the lack of) MWT during lectures in higher learning institutions. Non-participatory observations were conducted in four lecture sessions. Results clearly showed that no MWT tools were used during the lectures, and there are almost no interactions between students and lecturers despite the huge number of more than 50 students in the class. A hypothetical framework was then developed based on these findings and supported by related theories. Future work will aim to test and validate this framework by administering interviews and surveys with students and academicians in the country.Index Terms-Higher learning institutions, interaction, mobile wireless technology, observation, students-academicians.

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“…Overall evaluation of clickers. Respondents in the test group completed 12 7-point Likert-type items modified from Fitch (2004) and Greer and Heaney (2004) designed to measure student evaluations of clickers. This scale included items such as "Using the clicker added interest to the class" and "The clickers increase interaction in the classroom."…”

Section: Instrumentationmentioning

confidence: 99%

Using Clickers" in the Classroom to Increase the Level of Student Interaction"

Prewitt¹,

Oropeza²

2008

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. AGENCY USE ONLY (Leave blank)2. REPORT DATE September 2008 REPORT TYPE AND DATES COVEREDMBA Professional Report 4. TITLE AND SUBTITLE Using "Clickers" in the Classroom to Increase the Level of Student Interaction 6. AUTHOR(S) Robert R. Prewitt and Katherine B. Oropeza FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)Naval Postgraduate School Monterey, CA 93943-5000 PERFORMING ORGANIZATION REPORT NUMBER SPONSORING /MONITORING AGENCY NAME(S) AND ADDRESS(ES)N ABSTRACT (maximum 200 words)Interaction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond and interact with the push of a button.This study looked at educational institutions using CRS, in order to identify the distinctive characteristics that are analyzed to value its effectiveness in a classroom environment. The information collected was examined to gain an understanding of the various uses of CRS to determine if they would be a beneficial addition to resident NPS curriculums.Also, this study employed a posttest-only independent group quasi-experimental design to test the effects of clickers in the classroom. Specifically, clicker use was studied to determine what impact, if any, their use would have on student interaction in the classroom, student engagement, student motivation, perceived teacher immediacy, course liking, and students' overall evaluation of the clickers. The findings and implications of this study are discussed. NUMBER OF PAGES 73 SUBJECT TERMS ABSTRACTInteraction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond...

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Student feedback in the college classroom: A technology solution

Cited by 69 publications

References 4 publications

Clickers in the Laboratory: Student Thoughts and Views

Clickers in the Laboratory: Student Thoughts and Views

Mobile Wireless Technology and Its Use in Lecture Room Environment: An Observation in Malaysian Institutes of Higher Learning

Using Clickers" in the Classroom to Increase the Level of Student Interaction"

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