Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students

Tlhoaele, Malefyane; Hofman, Adriaan; Naidoo, Ari; Winnips, Koos

doi:10.1080/14703297.2013.796725

Cited by 24 publications

(20 citation statements)

References 22 publications

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“…It must be noted that teachers should try to integrate other sources within their teaching to facilitate the quality of student learning. Adopting clickers in the class seems to be an effective way to facilitate positive collaborative learning due to the interaction between peers and teachers, which differ from the traditional passive teaching approach [14,24,38,42]. The present findings suggested that clickers provided a new way of learning and collaborative rooms for students.…”

Section: Implications For the Teaching And Learning And Conclusionmentioning

confidence: 77%

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Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

2017

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Abstract:The student response system (a.k.a clickers) had been widely used in classrooms for various pedagogical purposes these years. However, few of the studies examine students learning approaches toward both technology and engagement. The present study adopted a cross-sectional study method to investigate the relationship between students' user acceptance of clickers, learning approaches, and general engagement in the clicker classes. A group of 3371 university students were investigated by an online questionnaire that contained with Unified Theory of Use and Acceptance of Technology, Study Process Questionnaire, and National Survey of Student Engagement across a two-semester span in 2015 and 2016. A regression analysis had been adopted to examine the relationship between those variables. Results indicated that a deep learning approach significantly predicted all user acceptance domains towards using clickers and significantly predicted several engagement domains such as collaborative learning and reflective and integrative learning. We concluded that deep learners tend to share a constructive attitude toward using clickers, especially when their peers are also using the clickers. While deep learners prefer integration of knowledge and skills from various sources and experiences, we hypothesize that their willingness to integrate clicker activities in their learning process stems from seeing clickers as a medium for consolidation in the learning process. Future research is, therefore, necessary to provide more detailed evidence of the characteristic of deep learners on the qualitative arm or in a way of mixed research method.Keywords: unified theory of acceptance and use of technology (UTAUT); learning approaches; clickers; students' response system (SRS); blended learning; higher education BackgroundA paradigm shift towards an individualized [1] and constructivist approach [2] to learning have driven flourishing implementation and research [3][4][5] on the use of students' response systems in classroom settings. This simple technology replaces the traditional ways to collect student feedback and makes the classroom become a more interactive and engaging learning environment [6]. To promote student engagement, there is increased use of this effective tool in the classroom. Due to the reforming higher education system in Hong Kong, it is not difficult to discover the increasing large classes in various Hong Kong higher education institutions. The use of students' response system (SRS, a.k.a, clickers) in large classrooms has been established as an effective approach for facilitating students' engagement in active learning [7,8]. However, students have diverse motivations and different learning approaches-such as surface versus deep learning motives-that influence their learning attitudes and behaviors [9,10] in terms of need for cognition further learning exploration and enjoyment of learning in attitude towards literacy [11]. Those diverse learning motivations from students may result as a difference on thei...

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Section: Implications For the Teaching And Learning And Conclusionmentioning

confidence: 77%

“…A review of the literature suggested the benefits of implementing clickers in classrooms such as improving large classes' student engagement and academic performance [14][15][16]. Most of the current studies focus on the effectiveness of clickers [17][18][19] on summative results and students' engagement.…”

Section: Introductionmentioning

confidence: 99%

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

2017

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“…Information technology (IT) has been recently considered as a strategic resource in educational settings, offering educational institutions a unique opportunity to enhance student motivation and improve their learning outcomes (Bojinova and Oigara, 2013;Gorard et al, 2000;Henderson et al, 2015;Madni et al, 2015;Rana et al, 2016b;Roblyer and Wiencke, 2003;Tlhoaele et al, 2014;Volman and Dam, 2007). IT acceptance in education remains a crucial concern of information systems (IS) research and practice.…”

Section: Introductionmentioning

confidence: 99%

An empirical examination of antecedents determining students' usage of clickers in a digital marketing module

Dwivedi¹,

Rana²

2018

IJBIS

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As more and more educational institutions are integrating new technology such as clickers into their learning system, it becomes increasingly essential to have an understanding of students' perceptions about such technology on their overall learning process. The incorporation of clickers into teaching instructions has created implications for teaching practices and student satisfaction. The purpose of this research is to understand student use and satisfaction with clickers in a large undergraduate digital marketing class in a British university. To do so, we propose a conceptual model based on information systems (IS) success models to understand student's usage behaviour and satisfaction with clickers. The data were analysed based on 138 valid responses gathered from the students, where clickers are effectively used for teaching and learning purposes. The results provided a strong support for all eight hypothesised relationships and adequate variance on its key dependent variables in the proposed research model.

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“…For instance, some studies indicate a lack of performance differences between students who use clickers in the classroom versus those who listen to traditional lectures in the classroom, controlling for gender and home language (Tlhoaele, Hofman, Naidoo, & Winnips, 2014;Patterson, Kilpatrick, & Woebkenberg, 2010). One study concluded that the use of clickers does not result in higher grades (Llorens et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom

Farag

Park

Kaupins

2015

Journal of Education for Business

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The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. This paper measures clicker use amongst legal studies in business faculty and investigates perceptions and factors associated with adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never or rarely use clickers, and very few faculty members in the discipline use clickers regularly. Instructors perceive clickers to improve teaching, but may be reluctant to adopt them because of time constraints.

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Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students

Cited by 24 publications

References 22 publications

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

An empirical examination of antecedents determining students' usage of clickers in a digital marketing module

Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom

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