Clickers in the Classroom Using Classroom Response Systems to Increase Student Learning
With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, "clickers") in use in higher education for some 20 years, there is now both ample research and a wealth of examples and ideas to draw on for faculty who are contem...
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| Main Authors: | , |
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| Format: | eBook |
| Language: | English |
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Oxford
Routledge
2016
Taylor & Francis Group |
| Edition: | 1 |
| Series: | New Pedagogies and Practices for Teaching in Higher Education Series |
| Subjects: | |
| ISBN: | 1620362791, 1620362805, 9781620362808, 9781620362792 |
| Online Access: | Get full text |
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| Abstract | With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, "clickers") in use in higher education for some 20 years, there is now both ample research and a wealth of examples and ideas to draw on for faculty who are contemplating their use, or exploring new ways to integrate them in their teaching.The research demonstrates that, integrated purposefully in courses, the use of clickers aligns with what neuroscience tells us about the formation of memory and the development of learning. In addition, they elicit contributions from otherwise reticent students and enhance collaboration, even in large lecture courses; foster more honest responses to discussion prompts; increase students' engagement and satisfaction with the classroom environment; and provide an instantaneous method of formative assessment.This book presents a brief history of the development of CRSs and a survey of empirical research to provide a context for current best practices, and then presents seven chapters providing authentic, effective examples of the use of clickers across a wide range of academic disciplines, demonstrating how they can be effective in helping students to recognize their misconceptions and grasp fundamental concepts.Like all pedagogical interventions, classroom response systems are no panacea, and the experienced contributors candidly describe avoidable pitfalls while demonstrating how clickers can deepen student learning and how, by providing instantaneous feedback, they enable teachers to make adjustments on the fly to better address student understandings or misunderstandings.The final chapter explores pros and cons of response systems that use mobile devices and smart phones, and the book concludes with an annotated list of further resources, such as books, articles, and videos. |
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| AbstractList | With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, "clickers") in use in higher education for some 20 years, there is now both ample research and a wealth of examples and ideas to draw on for faculty who are contemplating their use, or exploring new ways to integrate them in their teaching.The research demonstrates that, integrated purposefully in courses, the use of clickers aligns with what neuroscience tells us about the formation of memory and the development of learning. In addition, they elicit contributions from otherwise reticent students and enhance collaboration, even in large lecture courses; foster more honest responses to discussion prompts; increase students' engagement and satisfaction with the classroom environment; and provide an instantaneous method of formative assessment.This book presents a brief history of the development of CRSs and a survey of empirical research to provide a context for current best practices, and then presents seven chapters providing authentic, effective examples of the use of clickers across a wide range of academic disciplines, demonstrating how they can be effective in helping students to recognize their misconceptions and grasp fundamental concepts.Like all pedagogical interventions, classroom response systems are no panacea, and the experienced contributors candidly describe avoidable pitfalls while demonstrating how clickers can deepen student learning and how, by providing instantaneous feedback, they enable teachers to make adjustments on the fly to better address student understandings or misunderstandings.The final chapter explores pros and cons of response systems that use mobile devices and smart phones, and the book concludes with an annotated list of further resources, such as books, articles, and videos. This book presents a brief history of the development of CRSs and a survey of empirical research to provide a context for current best practices, and then presents seven chapters providing authentic, effective examples of the use of clickers across a wide range of academic disciplines. |
| Author | Wallis, Peter D Goldstein, David S |
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| ContentType | eBook |
| Copyright | Copyright © 2015 by Taylor & Francis Group. |
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| DOI | 10.4324/9781003443407 |
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| Editor | Goldstein, David S. Wallis, Peter D. |
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| Keywords | Clicker Technology Executive Attention Research Methods Pedagogy science, technology, engineering, and mathematics Classroom Clickers Peer Instruction classroom response systems train tutors Student Engagement Classroom Response Follow Classroom Voting transitional educational technology hospitality students' attitudes clickers Stem Instructor Face To Face biostatistics student learning Growth Mindset college learning centers Stem Classroom Disengaged Stem Faculty Stem Course Vanden Heuvel Social Science Research Social Science Classroom Clicker Activities professional programs social sciences arts and humanities Held students' needs Clicker Questions Handheld research methodology |
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| PublicationYear | 2016 2015 2023 |
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| Snippet | With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, "clickers") in use in higher... This book presents a brief history of the development of CRSs and a survey of empirical research to provide a context for current best practices, and then... |
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| SubjectTerms | Educational technology Student response systems |
| Subtitle | Using Classroom Response Systems to Increase Student Learning |
| TableOfContents | Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Foreword -- Preface -- Chapter 1: What's Constant? Clickers Across Contexts -- Chapter 2: Who's in the Room? Using Clickers to Assess Students' Needs, Attitudes, and Prior Knowledge -- Chapter 3: Using Clickers in the Arts and Humanities -- Chapter 4: Using Clickers in the Social Sciences -- Chapter 5: Using Clickers in Science, Technology, Engineering, and Mathematics -- Chapter 6: Making Biostatistics "Click" -- Chapter 7: When the Lesson Is in the Question: Illuminating Research Methodology Using Clickers -- Chapter 8: Using Clickers in Hospitality and Other Professional Programs -- Chapter 9: Using Clickers to Train Tutors in College Learning Centers -- Chapter 10: The Answer Is at Hand: Cell Phones as Transitional Educational Technology -- Appendix: Further Resources -- About the Editors and Contributors -- Index |
| Title | Clickers in the Classroom |
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