Using Audience Response Systems during Interactive Lectures To Promote Active Learning and Conceptual Understanding of Stoichiometry

2014 ◽  
Vol 91 (5) ◽  
pp. 673-677 ◽  
Author(s):  
Sandra Cotes ◽  
José Cotuá
Keyword(s):  
Active Learning ◽  
Conceptual Understanding ◽  
Audience Response ◽  
Audience Response Systems ◽  
Interactive Lectures ◽  
Response Systems

scholarly journals ‘Debating’ the Merits of Clickers in an Academic Library

2008 ◽  
Vol 66 (1) ◽  
pp. 20
Author(s):  
Rosalind Tedford ◽  
Bobbie Collins
Keyword(s):  
Active Learning ◽  
Academic Library ◽  
Literacy Skills ◽  
High Tech ◽  
Audience Response ◽  
Audience Response Systems ◽  
Student Centered ◽  
Classroom Response Systems ◽  
Learning And Teaching ◽  
Response Systems

Technological innovations offer an opportunity for librarians to investigate and evaluate the most promising educational tools that will support and “enhance teaching methods and meet the demand for student-centered, active learning classroom strategies.”¹ Librarians are constantly searching for new pedagogical approaches to incorporate into their classroom presentations. With the push to make library instruction more interactive and to include active learning activities that motivate the student audience, librarians are developing creative programs to teach information literacy skills.² As part of this process, librarians are also identifying new tech devices such as audience response systems which may have pedagogic potential for learning and teaching. Audience response systems, or clickers, are gaining popularity on many college campuses as a tool to gauge students’ understanding of the material being presented during a lecture-type session. In an article describing new high-tech products, Gary Roberts predicted that screencasting software and classroom response systems “will eventually become essential tools for dynamic educators.”³

scholarly journals Using audience response systems to enhance student engagement and learning in information literacy teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 28 ◽  
Author(s):  
Paula Funnell
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Information Literacy ◽  
Controlled Study ◽  
Learning Approach ◽  
Audience Response ◽  
Audience Response Systems ◽  
Online Tools ◽  
Response Systems

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

scholarly journals Using Classroom Response Technology To Create An Active Learning Environment In Marketing Classes

2012 ◽  
Vol 5 (2) ◽  
pp. 213-218 ◽  
Author(s):  
James A. Muncy ◽  
Jacqueline K. Eastman
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Audience Response ◽  
Audience Response Systems ◽  
Large Classes ◽  
Classroom Response Systems ◽  
Sequential Elimination ◽  
Response Systems ◽  
Classroom Response ◽  
Student Audience

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes.

scholarly journals Interactive lectures: Clickers or personal devices?

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 64 ◽  
Author(s):  
Lesley J. Morrell ◽  
Domino A. Joyce
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Text Message ◽  
Polling Systems ◽  
Audience Response ◽  
Information Need ◽  
Audience Response Systems ◽  
Interactive Lectures ◽  
Response Systems ◽  
Personal Devices

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

How to Use audience response systems

2014 ◽  
Vol 25 (5) ◽  
pp. 294-296 ◽  
Author(s):  
Harish Thampy ◽  
Zirva Ahmad
Keyword(s):  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems
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