Tailoring Clicker Technology to Problem-Based Learning: What’s the Best Approach?

Abstract

Different approaches to the use of "clickers" (also known as student response systems) were introduced to a cohort of 127 students over a two-year period with the aim of making students think more deeply in-class about their chemistry knowledge. Student performance was monitored, and individual, anonymous student feedback was frequently obtained using the clicker platform. This work, labeled Project Ponder, tracked the pedagogical benefit of clicker technology when applied to problem-based learning. In phase 1, multiple-choice questions (MCQs) were integrated into problem class sessions. All enrolled students received a clicker handset on a year-long loan, and their responses were anonymously recorded, with repolling and peer discussion where appropriate. Phase 2 adopted a team-based model using the same student cohort as they progressed into year 2 of their studies; however, only one handset was provided per team, which was programmed to score the team's final response to each question. More sophisticated handsets with an alphanumerical keypad were used to allow short-answer questions (SAQs) to be embedded alongside MCQs; additionally, this enabled individual free-text feedback using the handset's multiple response setting. Superior exam performance was taken as an indicator of clicker success. 94% and 100% of students agreed that clickers improved their learning experience, following phases 1 and 2, respectively, and 96−98% responded positively to expanding the project. The thoughtful way that phases 1 and 2 were developed was aided by frequently gauging the student view. The overwhelming preference for a team-based model over individual clicker use can be explained by greater peer instruction and discussion, and in this context helps address conflicting literature regarding the success of these two, very different, clicker approaches.

Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course

“…Student-student interaction and student-faculty interaction as promoted by our interventions could have contributed to this effect. This has been noted by others as well, pharmacy students learning chemistry performed better and increased their grade by 3.5% when working as a group rather than working individually (25). Within the intervention period, exam 2 score was significantly higher than exam 1and exam 3 score.…”

Implications for the Use of PowerPoint, Classroom Response Systems, Teams, and Whiteboard to Enhance Online Teaching of Chemistry Subjects in Community College

“…Reflecting from the current experience, in addition to the built-in chatting platform to collect students’ responses, formal classroom response systems are needed to increase the students’ engagement. Various question types should be further developed to enhance students’ online learning experience. , A classroom response system is a useful pedagogical tool to engage students and collect instant responses from students. Besides giving text responses, students can answer in more diversified ways, thus leading to more active engagement.…”

Review of Studies on Technology-Enhanced Language Learning and Teaching

“…Clickers are keypads and they are used by students to respond to the lecturer's questions [119]. Web-enabled mobile tools (e.g., smart phones or tablets) has been used to replicate clicker-based classroom polling [120].…”