A Strategic Assessment of Audience Response Systems Used in Higher Education

Autor/inn/en	Kay, Robin H.; LeSage, Ann
Titel	A Strategic Assessment of Audience Response Systems Used in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 25 (2009) 2, S.235-249 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Feedback (Response); Formative Evaluation; Audience Response; Teaching Methods; Multiple Choice Tests; Educational Strategies; Literature Reviews; Meta Analysis; Use Studies; Technology Uses in Education; Student Reaction; Handheld Devices + Suchen Sie Ihr Suchwort? Zuschauerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lehrstrategie; Meta-analysis; Metaanalyse; Benutzerschulung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerkritik
Abstract	An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended. (Contains 1 table.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10