scholarly journals Using Classroom Communication Systems: A Unique Technology Based K 14 Outreach Program At An Engineering University

2020 ◽  
Author(s):  
Susan Kowalski ◽  
Adam Kowalski ◽  
Frank Kowalski
Keyword(s):  
Communication Systems ◽  
Outreach Program ◽  
Classroom Communication ◽  
Classroom Communication Systems

A Formative Analysis of Interactive Classroom Communication Systems Used in Secondary School Classrooms

2009 ◽  
pp. 720-742 ◽  
Author(s):  
Robin Kay
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Formative Assessment ◽  
Communication Systems ◽  
Future Research ◽  
Class Discussion ◽  
Classroom Communication ◽  
School Students ◽  
Interactive Classroom ◽  
Classroom Communication Systems

Extensive research has been done on the use of Interactive Classroom Communication Systems (ICCS) in higher education, but not in secondary schools. This chapter provides a detailed overview of the benefits, challenges, and strategies observed when using ICCS in higher education. This overview is then used to analyze and interpret quantitative and qualitative data collected from 659 secondary school students. The main benefits that students identified for using ICCS were increased use of formative assessment, higher engagement and motivation, enhanced participation, and improved focus during class. Students were relatively neutral, though, with respect to whether ICCS improved class discussion or learning. The main challenges that students reported were increased stress and uncertainty of answers when ICCS were used in a formal test situation. Males were significantly more positive toward ICCS, as were students who had higher comfort levels with technology. When ICCS were used for formative assessment as opposed to formal tests, students were significantly more accepting. The chapter concludes with suggestions for educators and future research.

scholarly journals Using classroom communication systems to support interaction and discussion in large class settings

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
James T. Boyle ◽  
David J. Nicol
Keyword(s):  
Large Class ◽  
Communication Systems ◽  
Peer Group ◽  
The United States ◽  
Practical Implementation ◽  
Unique Contribution ◽  
Classroom Communication ◽  
Technology Students ◽  
Electronic Classroom ◽  
Teachers Experiences

Teaching methods that promote interaction and discussion are known to benefit learning. However, large class sizes make it difficult to implement these methods. Research from the United States has shown that an electronic classroom communication system (CCS) can be used to support active discussion in large lecture classes. This investigation extends that research and it evaluates students' and teachers' experiences of CCS technology in the context of two different modes of discussion — peer-group and classwide discussion. With CCS technology, students' answers to multiple-choice concept tests are collated in real time with the class results fed back as a histogram. This information serves as the trigger for each mode of discussion. This paper explores the unique contribution of CCS technology, the relative strengths of peer- and class-wide discussion and some practical implementation issues.DOI:10.1080/0968776030110305

scholarly journals An investigation of the effectiveness of electronic classroom communication systems in large lecture classes

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Manjula D. Sharma ◽  
Joe Khachan ◽  
Ben Chan ◽  
John O'Byrne
Keyword(s):  
Student Performance ◽  
Communication System ◽  
Communication Systems ◽  
Exam Performance ◽  
First Year ◽  
Classroom Communication ◽  
Electronic Classroom ◽  
Large Lecture ◽  
Interactive Lectures ◽  
Large Lecture Classes

<span>Since 2002 we have been investigating the use of an electronic classroom communication system in large first year lecture classes. Handheld keypads were distributed to teams of students during a lecture class. Students used the keypads to answer two step multiple choice problems after a discussion within their group. The questions were generated using students' answers from previous exams. We have evaluated our use of the classroom communication system using a survey about how comfortable students are with this type of interaction. In addition, we have tried to determine if the use of the classroom communication system can be linked to student performance on exams. Our results show that students are comfortable with this technology and feel that, on the whole, interactive lectures are useful. At a first glance, there is an improvement in students' exam performance, but there are too many competing factors to clearly say that this improvement is solely due to the use of the classroom communication system. Even though this paper is based in physics and a physics example is used to illustrate points, the technique can be applied to other discipline areas.</span>

scholarly journals Electronic voting systems for lectures then and now: A comparison of research and practice

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Vicki Simpson ◽  
Martin Oliver
Keyword(s):  
Communication Systems ◽  
Electronic Voting ◽  
Audience Response ◽  
Voting Systems ◽  
Classroom Communication ◽  
Audience Response Systems ◽  
Research And Practice ◽  
Personal Response Systems ◽  
Response Systems ◽  
Future Work

<span>Research and practice in the use of electronic voting systems has developed over the last five years. Electronic voting systems, also known as personal response systems, audience response systems or classroom communication systems, use handsets to elicit responses from students as part of structured teaching sessions, typically lectures. The use of this information has implications for pedagogy; they are associated with the introduction of interactive, discursive and more segmented approaches to teaching. The pedagogic and organisational implications of adopting such systems are summarised, along with the perceptions that staff and students hold. Comparisons are drawn between practice up to 2002 and between 2002 and 2006; these reveal how both practice and research on this topic has matured, highlighting (for example) the development of models that seek to abstract and share practice. The paper concludes by outlining the ways in which such tools can be used to improve lecturing, and identifies an agenda for future work in this area.</span>

Plant peptide hormone signalling

2015 ◽  
Vol 58 ◽  
pp. 115-131 ◽  
Author(s):  
Ayane Motomitsu ◽  
Shinichiro Sawa ◽  
Takashi Ishida
Keyword(s):  
Communication Systems ◽  
Cell Communication ◽  
Peptide Hormone ◽  
Peptide Hormones ◽  
Target Cells ◽  
Signalling Molecules ◽  
Receptor Complexes ◽  
Environmental Responses ◽  
Plant Life Cycle ◽  
Multicellular Organisms

The ligand–receptor-based cell-to-cell communication system is one of the most important molecular bases for the establishment of complex multicellular organisms. Plants have evolved highly complex intercellular communication systems. Historical studies have identified several molecules, designated phytohormones, that function in these processes. Recent advances in molecular biological analyses have identified phytohormone receptors and signalling mediators, and have led to the discovery of numerous peptide-based signalling molecules. Subsequent analyses have revealed the involvement in and contribution of these peptides to multiple aspects of the plant life cycle, including development and environmental responses, similar to the functions of canonical phytohormones. On the basis of this knowledge, the view that these peptide hormones are pivotal regulators in plants is becoming increasingly accepted. Peptide hormones are transcribed from the genome and translated into peptides. However, these peptides generally undergo further post-translational modifications to enable them to exert their function. Peptide hormones are expressed in and secreted from specific cells or tissues. Apoplastic peptides are perceived by specialized receptors that are located at the surface of target cells. Peptide hormone–receptor complexes activate intracellular signalling through downstream molecules, including kinases and transcription factors, which then trigger cellular events. In this chapter we provide a comprehensive summary of the biological functions of peptide hormones, focusing on how they mature and the ways in which they modulate plant functions.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Sign in / Sign up

Export Citation Format

Share Document