Using Electronic Active Student Responding for Students With EBD

Riden, Benjamin S.; Taylor, Jonté; Mantzoros, Theoni

doi:10.1177/1074295620948426

Cited by 2 publications

(1 citation statement)

References 23 publications

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“…Teachers may also consider modeling non-examples such as holding up the card while opening her microphone and saying, “It’s greater than!” The drawback to response cards is the possibility that students will watch each other and respond based on what their peers have answered. Because of this, teachers should always assess learning before moving onto the next concept with high-tech response card options such as interactive websites (e.g., iClicker), games (e.g., Kahoot!, Flippity), or online surveys (e.g., Google Forms) (Riden et al, 2020). These options are great when promoting student participation but take prior planning, set up, monitoring, and may come with a cost.…”

Section: Classroom Structure and Environmentmentioning

confidence: 99%

Remote Learning Strategies for Students With Emotional and Behavioral Disorders

Heinz

Andzik

2022

Beyond Behavior

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There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have specific needs that present as unique and challenging for teachers to address and when engaging in remote learning. We will discuss research-informed, adapted virtual methods including strategies to make students feel comfortable socially and academically.

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Section: Classroom Structure and Environmentmentioning

confidence: 99%

Remote Learning Strategies for Students With Emotional and Behavioral Disorders

Heinz

Andzik

2022

Beyond Behavior

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Active Student Responding and Student Perceptions: A Replication and Extension

Keim,

Sanders,

Rada-Bayne

et al. 2023

Teaching of Psychology

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Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.

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Using Electronic Active Student Responding for Students With EBD

Cited by 2 publications

References 23 publications

Remote Learning Strategies for Students With Emotional and Behavioral Disorders

Remote Learning Strategies for Students With Emotional and Behavioral Disorders

Active Student Responding and Student Perceptions: A Replication and Extension

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