Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

2006 ◽  
Vol 5 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Patrick M. Len
Keyword(s):  
Student Interaction ◽  
Electronic Response ◽  
Response Systems

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 Enseñar química y motivar con un click / Teaching Chemistry and Motivating with a Click!

2018 ◽  
Vol 4 (2) ◽  
pp. 17-25
Author(s):  
Rosa María García Lopera
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Real Time ◽  
Significant Enhancement ◽  
First Year ◽  
Teaching Chemistry ◽  
Electronic Response ◽  
Response Systems

ABSTRACT 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.RESUMENEl uso de sistemas electrónicos de respuesta o "clickers" es una metodología que persigue involucrar a los estudiantes y crear un entorno de aprendizaje activo, especialmente en cursos numerosos de asignaturas básicas de los primeros cursos universitarios. En este trabajo se explica con detalle la metodología utilizada, las tareas realizadas y el resultado que sobre el aprendizaje y la participación de los estudiantes ha tenido el uso de esta herramienta tecnológica en clase. En general, los estudiantes percibieron que los clickers les proporcionaron una mejora significativa de su aprendizaje, y el profesorado obtuvo feed-back en tiempo real de cómo los conceptos son asimilados o no por los estudiantes para poder introducir mejoras en su docencia.

ThinkClick

2011 ◽  
pp. 865-871
Author(s):  
Hanan Yaniv ◽  
Susan Crichton
Keyword(s):  
Decision Making ◽  
Group Decision Support System ◽  
Multiple Choice Questions ◽  
Group Setting ◽  
Large Group ◽  
Multi Attribute Utility Theory ◽  
Electronic Response ◽  
Individual Participant ◽  
Large Audience ◽  
Response Systems

Getting a large audience to actively participate in a lecture is a challenge faced by many lecturers. The value of active participation is well supported in current research with significant contribution made by the introduction of electronic response systems (ERS). ERS allows each member of the audience to participate by using a hand-held device (like a TV remote control), responding to (usually) multiple-choice questions presented on a board. This article is introducing a new approach to the use of ERS, making the audience engage in a decision- making process based on multi-attribute utility theory (MAUT), a commonly used theory in decision making, aiming to: • Help conference participants, in a large group setting, prioritize suggestions and action items developed over the previous days of a conference, drawing on discussions held in concurrent, small group break out sessions. • Organize those suggestions/items into a prioritized list that reflects the discussions and honors individual participant voice. • Generate a list, based on the group organization process that will direct future innovation for conference participants and organizers. • Present the collective knowledge from the conference in a way that participants can see themselves as contributing partners in the conference outcome statements. This article, then, describes a case study of decision making in a large audience, keeping each participant involved in a meaningful process of an elaborated analysis of action items. The technology, the process, and the experiment are presented as a study of the feasibility of using such systems in large audiences. We introduce here the term large group decision support system (LGDSS) to describe the process of using technology to assist a large audience in making decisions.

Using Electronic Response Systems in Economics Classes

2009 ◽  
Vol 40 (4) ◽  
pp. 354-365 ◽  
Author(s):  
Sucharita Ghosh ◽  
Francesco Renna
Keyword(s):  
Electronic Response ◽  
Response Systems

scholarly journals Factors affecting educational innovation with in class electronic response systems

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Mark Freeman ◽  
Amani Bell ◽  
Carole Comerton-Forde ◽  
Joanne Pickering ◽  
Paul Blayney
Keyword(s):  
Diffusion Of Innovation ◽  
Educational Innovation ◽  
Relative Advantage ◽  
Factors Affecting ◽  
Cultural Compatibility ◽  
Electronic Response ◽  
Response Systems ◽  
Adoption Decisions ◽  
Using Data ◽  
Class Interaction

<span>This paper reports the use of Rogers' diffusion of innovation perspective to understand the factors affecting educational innovation decisions, specifically in regard to in class electronic response systems. Despite decreasing costs and four decades of research showing strong student support, academic adoption is limited. Using data collected from academic users, non-adopters and other stakeholders reflecting on factors known to affect innovation diffusion, we find issues of cultural compatibility, complexity and relative advantage to be the most critical aspects affecting adoption decisions. These issues partially negate the benefits of increased in class interaction and student engagement. Suggestions for overcoming these issues are discussed.</span>

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