Group items tagged

STUDENT response systems (SRS), also called "clickers," are handheld devices that help teachers poll students during class sessions and tabulate the responses. This technology is the same (often with the same devices) as that used when audiences are asked to vote on something during a television quiz program. These systems are also known as classroom response systems, personal response systems, and audience response systems.

"This article describes how Student Response Systems, also known as clickers, have helped to create an engaging learning environment where students retain course content. Clickers are one tool in the teacher's arsenal of resources that transform a traditional PowerPoint presentation into an interactive student-focused experience. This article focuses on the use of clickers in General Business courses taught to deaf and hard-of-hearing students in a small classroom setting. Students become active participants who are involved, highly motivated, and eager to provide feedback confirming acquisition of course material. The goals, methodology, and findings are discussed along with student feedback from the participating classes. [ABSTRACT FROM AUTHOR]"

: This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students. MANOVA analyses of pretest, posttest, attitudinal, and attendance data revealed no significant difference between approaches on achievement. A main effect was found for self-regulation level and achievement, as well as for goal orientation and class preparation/attendance. Other findings are that students in the operant conditioning group were significantly more likely to be anxious when using SRS but were more motivated to prepare for and attend class than the metacognitive group. Finally, type of pedagogy and self-regulation level also interacted significantly on the achievement measure, with highly self-regulated students in the metacognitive group outperforming students with low self-regulatory skills. (Contains 5 tables.)

Another example AR site. Thanks Mike!

This is the website from a month 10 student.  Mike says " it looks to be of great benefit! :)"

"This paper uses an action research approach to examine the impact of phase two of a dynamic education project involving SRS technology on student learning outcomes. We examine the use of clickers or student response systems (SRS) as an educational tool in accounting. Both quantitative and qualitative methods are used to compare outcomes for students over three semesters in first year accounting classes. Results support an increase in the participation level of students in class, improved understanding of the course content and a positive learning experience. No correlation between in-class responses and overall assessment performance was found, but there was a decrease in the failure rate in the semester in which SRS technology was used. Overall, the study provides preliminary evidence of the efficacy of this technology to enhance student engagement and learning outcomes. [ABSTRACT FROM AUTHOR]"

"The article discusses the use of technology to conduct classroom-based assessments. It states that technology can be helpful in formative assessments by monitoring learning progress and providing feedback to improve instructional programs. For summative assessments, devices can be aligned with goals from individualized educational plans and learning standards. An example is given of a special education class in which all students are equipped with wireless active responding clickers which they use to register responses to verbal presentations and questions by the teacher, eliminating the need for written testing. A resource list is provided which includes digital audio recorders, observation and assessment tools, and educational games."

Instruction begins with the introduction of a problem; learning starts with the presentation of a real world problem; students, provided with instructor's guidance and resource material, are encouraged to dive into the problem, construct an individual understanding and finally find an answer to the problem.