Can Technology Improve Large Class Learning? The Case of an Upper-Division Business Core Class

Autor/in	Stanley, Denise
Titel	Can Technology Improve Large Class Learning? The Case of an Upper-Division Business Core Class
Quelle	In: Journal of Education for Business, 88 (2013) 5, S.265-270 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2012.692735
Schlagwörter	Influence of Technology; Large Group Instruction; Hypothesis Testing; Learner Engagement; Attendance; Technology Uses in Education; Audience Response Systems; Technology Integration; Academic Achievement; Achievement Gains; Economics Education; Program Effectiveness; Class Size; College Students; Least Squares Statistics; Regression (Statistics); California + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Anwesenheit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Achievement gain; Leistungssteigerung; Wirtschaftskunde; Klassengröße; Collegestudent; Regression; Regressionsanalyse; Kalifornien
Abstract	Larger classes are often associated with lower student achievement. The author tested the hypothesis that the introduction of personal response systems significantly improves scores in a 250-seat classroom, through the channels of improved attendance and engagement. She focused on how continuous participation with the technology could change learning results. The author found that overall attendance rose when the response system was introduced. Regression results show student exam performance during the semester with technology was improved significantly by I-Clicker points per session rather than attendance, while the reverse holds true regarding unannounced quizzes. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10