Use of Personal Response Systems in Higher Education – A Case Study

Abstract

The study reported in this paper involved the employment of specially designed learning activities based on the use of a Personal Response System (PRS). Instructors in variety of disciplines are increasingly using personal response systems to increase participation, engagement and active learning. Most studies stress the benefits of using a PRS when dealing with large groups; in this paper we stress learning benefits for small classes. We demonstrate in a context of two very different courses how the PRS use can foster formative interactions in class as well as focusing students on the main discipline-specific concepts and skills. We describe the characteristics of these two courses along with their educational goals and how it influenced the design of the PRS-based learning activities. We describe the formative interactions in class as triggered by the PRS-based questions, and we describe findings regarding students' perceptions of the various contributions of the PRS-based learning activities.

Benefits of Employing a Personal Response System in a Decision Analysis Course

“…In line with the assumption that the employment of a PRS should reflect the course goals (Or-Bach, 2014), this paper focuses on the employment of a PRS in a Decision Analysis course for Management Information Systems (MIS) students. Along with the use of multiple choice questions which enable immediate representation of the responses for a follow-up discussion, we incorporated questions that require free text responses.…”