scholarly journals Evaluating the Impact of a Classroom Response System in a Microbiology Course

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
Erica Suchman ◽  
Kay Uchiyama ◽  
Ralph Smith ◽  
Kim Bender
Keyword(s):  
Classroom Response System ◽  
Response System ◽  
Classroom Response ◽  
The Impact

scholarly journals THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION

2021 ◽  
Author(s):  
Gulnara Ahmadova ◽  
Keyword(s):  
Evaluation Process ◽  
Class Discussion ◽  
Peer Evaluation ◽  
Classroom Response System ◽  
Response System ◽  
Passive Learning ◽  
Instructor Interaction ◽  
Classroom Response ◽  
The Individual ◽  
The Impact

Peer evaluation being an active type of learning develops learners’ interactivity, speaking, listening, critical thinking abilities. Unlike the passive learning, in active learning students are more engaged in the evaluation process of presentation made by their peers, which significantly encourages student participation. Applying Classroom Response System students gain the ability to instantly respond and react, since this activity requires continuous attention. Promoting student-instructor interaction this technique leads to the involvement of students to class discussion simultaneously providing information about efficacy of the comprehension of the new topic. A significant point to be taken into consideration is the individual approach to every student.

scholarly journals Evaluating the Impact of a Classroom Response System in a Microbiology Course

2006 ◽  
Vol 7 (1) ◽  
pp. 3-11
Author(s):  
ERICA SUCHMAN ◽  
KAY UCHIYAMA ◽  
RALPH SMITH ◽  
KIM BENDER
Keyword(s):  
Student Performance ◽  
Student Survey ◽  
Classroom Response System ◽  
Confidence Levels ◽  
Response System ◽  
Large Lecture ◽  
Extra Credit ◽  
Class Period ◽  
Classroom Response ◽  
The Impact

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

MOBILE DEVICES AS A CLASSROOM RESPONSE SYSTEM: AN IMPROVEMENT OF CLICKER DEVICES

2016 ◽  
Author(s):  
Francisco Javier Mourin ◽  
Javier Del Pino ◽  
Luis De Marcos ◽  
Maria Jose Anadon ◽  
Paula Moyano-Cires ◽  
...  
Keyword(s):  
Mobile Devices ◽  
Classroom Response System ◽  
Response System ◽  
Classroom Response
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