Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Sara J.; Crandall, Jason; Vogler, Jane S.; Robinson, Daniel H. |
|---|---|
| Titel | Classroom Response Systems Facilitate Student Accountability, Readiness, and Learning |
| Quelle | In: Journal of Educational Computing Research, 49 (2013) 2, S.155-171 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0735-6331 |
| DOI | 10.2190/EC.49.2.b |
| Schlagwörter | Audience Response Systems; College Credits; Test Results; Correlation; Undergraduate Students; Educational Psychology; Measures (Individuals); Student Surveys; Statistical Distributions |
| Abstract | In three experiments using crossover designs, we investigated the effects of Classroom Response Systems (CRS) when presenting multiple-choice questions in real classrooms. In Experiment 1, students either used CRS for bonus points or simply saw the questions. There were no differences on a unit exam. In Experiment 2, students were told prior to a unit that they would either use CRS for course credit or no credit. Students using CRS for credit performed better on pre-lecture questions and a unit exam. In Experiment 3, students used CRS to answer pre-lecture questions for course credit or no credit. Students using CRS for credit again performed better on a unit exam. CRS appear to enhance learning when they encourage student accountability and increase readiness for lectures. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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