Examining the Effects of an Electronic Classroom Response System on Student Engagement and Performance

2011 ◽  
Vol 44 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Robert A. Bartsch ◽  
Wendy Murphy
Keyword(s):  
Student Engagement ◽  
Classroom Response System ◽  
Response System ◽  
Electronic Classroom ◽  
Classroom Response ◽  
And Performance

Battery-Free Classroom Response System Using Piezo-Electric Buttons

2019 ◽  
Vol 6 (1-2) ◽  
pp. 15-22
Author(s):  
Heinz Mathis ◽  
Selina Malacarne ◽  
Patrick Fleischmann
Keyword(s):  
Wireless Devices ◽  
Classroom Response Systems ◽  
New Device ◽  
Classroom Response System ◽  
Response System ◽  
Electronic Classroom ◽  
Raising Awareness ◽  
Low Power System ◽  
Response Systems ◽  
Classroom Response

Abstract A completely energy autarkic design for a classroom response system is presented. Maloperation by the user is prevented with the chosen design (no unnecessary buttons and switches). Electronic classroom response systems have been around for quite a while and do exist in various forms and flavors. Most commercially available solutions, however, have several disadvantages. The new device is an easy-to-use, robust form of a clicker, which takes its energy from the click itself, due to a very low-power system using only an energy of around 15 μ J per wireless telegram transmitted from each student to the teacher’s computer. The described system serves as both, a method to check students’ progress in any field of lecturing as well as a tool that (by its development) instructs students in the field of “Energy Harvesting for Small Wireless Devices”. The system also contributes to raising awareness of the material and energy balance in today’s electronics.

scholarly journals Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 197
Author(s):  
Maryam Malekigorji ◽  
Taher Hatahet
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Model ◽  
Smart Devices ◽  
Learning Material ◽  
Classroom Response System ◽  
Response System ◽  
Team Based Learning ◽  
Classroom Response ◽  
Blended Teaching

Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL). CRS allowed learners to use their smart devices (e.g., phones, tablets and laptops) to respond to a variety of numerical, multiple-choice, short-answer and open ended questions posed during live classes and encouraged them to engage with classroom activities. Our Flipped-CRS (F-CRS) approach required the students to preview the e-learning material and watch the recorded lectures before the sessions and apply their knowledge within the session, either individually or as teams, by answering questions using TurningPoint CRS software. Learners provided positive feedback regarding F-CRS and the application of super blended teaching and learning model demonstrated a substantial increase in student collaboration and enhanced their motivation, engagement, attendance and academic performance, especially while using F-CRS approach in teams. Our super blended approach enabled educators to monitor student engagement throughout the year, facilitated formative assessment and assisted teachers to create crude class performance prediction in summative assessments.

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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