Technology in Support of Good Pedagogy: Electronic Response Systems and Peer Instruction in an Economics Classroom

2006 ◽  
Author(s):  
Sucharita Ghosh ◽  
Francesco Renna
Keyword(s):  
Peer Instruction ◽  
Electronic Response ◽  
Response Systems

scholarly journals Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Kjetil L. Nielsen ◽  
Gabrielle Hansen-Nygård ◽  
John B. Stav
Keyword(s):  
Group Discussion ◽  
Student Response ◽  
Peer Instruction ◽  
Quantitative Studies ◽  
Response Systems ◽  
Specific Alternative ◽  
The Individual ◽  
Analytical Tools ◽  
Clear Majority

Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial for constructing explanations, argumentation, and participation during discussions, and hence for facilitating learning. However, displaying the results from the initial vote can be devastating for the quality of the discussions, especially when there is a clear majority for a specific alternative. These findings are discussed in light of recent quantitative studies on Peer Instruction.

scholarly journals Teaching and Learning Chemistry with a Motivating Tool: one CLICK!

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Rosa M Garcia-Lopera
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Real Time ◽  
Teaching And Learning ◽  
Significant Enhancement ◽  
First Year ◽  
Electronic Response ◽  
Response Systems ◽  
Learning Chemistry

The use of electronic response systems or “clickers” is a popular way to engage students and create an active-learning environment, especially within large courses of general subjects for first-year undergraduates. The present work examines with detail the methodology, the tasks and the results obtained respect to the students’ learning, participation, and engagement in the classroom. In general, students perceived that, clickers provided a significant enhancement to their learning, and teachers obtained real-time feed-back of how the concepts are assimilated or not by the students in order to quickly introduce improvements in their teaching.

scholarly journals Análisis del empleo de sistemas de respuestas de audiencia (clickers) en clases magistrales de microbiología en una Facultad de Medicina

2019 ◽  
pp. 159-165
Author(s):  
Glòria Soria ◽  
Eva Quandt ◽  
Samuel Bru ◽  
Mariana Ribeiro ◽  
Natalia Ricco ◽  
...  
Keyword(s):  
Prior Knowledge ◽  
Mobile Devices ◽  
Traditional Method ◽  
Peer Instruction ◽  
Audience Response ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Directed Learning ◽  
Response Systems ◽  
De Medicina

Resumen Los clickers o Audience Response Systems (ARS) permiten a los alumnos responder preguntas planteadas por el profesor a través de dispositivos móviles y sus respuestas aparecen instantáneamente en la pantalla del aula, de manera que se pueden discutir y analizar en grupo facilitando en gran medida un aprendizaje socrático y dirigido por iguales (peer instruction). En la Facultad de Medicina de la UIC hemos empleado uno de los mencionados ARS, Socrative, para analizar el conocimiento previo, comprobar la adquisición autónoma de conocimiento, la adquisición de conocimientos después de una clase magistral y como repaso antes de la evaluación. Una encuesta anónima entre los estudiantes valora este tipo de sistemas en comparación con una metodología basada en la lectura de clase magistral. Los resultados no muestran diferencias estadísticamente significativas entre el método tradicional y el Socrative en cuanto al grado de interés ni a los conocimientos adquiridos. Sin embargo, las calificaciones obtenidas por los estudiantes con Socrative fueron significativamente superiores a las obtenidas mediante metodología tradicional. Además el 89% de los estudiantes opina que Socrative es fácil de usar, el 86% que mejora la participación en clase, el 85% que la ameniza, el 81% que facilita la autoevaluación; sin embargo, solo un 54% opina que Socrative le ayudó a obtener mejores resultados en la evaluación. Abstract The clickers or Audience Response Systems (ARS) allow students to answer questions posed by the teacher through mobile devices and their answers appear instantly on the classroom screen, so that they can be discussed and analysed as a group, greatly facilitating Socratic and peer-directed learning. In the Faculty of Medicine of the UIC, we have used one of the aforementioned ARS, — Socrative— to analyse the following aspects: prior knowledge, the autonomous acquisition of knowledge, the acquisition of knowledge after a master class and, finally, as a way to produce a review before the evaluation. We carried out an anonymous survey among our students to compare lectures where Socrative was used with classical lectures based on the professor delivery of the content. The results show no statistically significant differences between the traditional method and the Socrative in terms of the degree of interest or the acquired knowledge. However, the grades obtained by students with Socrative were significantly higher than those obtained when traditional methodology was used. In addition, 89% of students think that Socrative is easy to use, 86% that improves participation in class, 85% that enlivens it and 81% that facilitates self-evaluation; however, only 54% think that Socrative helped them to improve their marks.

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