Comparing Active Learning Techniques: The Effect of Clickers and Discussion Groups on Student Perceptions and Performance

Autor/inn/en	Walker, Ryan J.; Spangler, Brooke R.; Lloyd, E. Paige; Walker, Bethany L.; Wessels, Peter M.; Summerville, Amy
Titel	Comparing Active Learning Techniques: The Effect of Clickers and Discussion Groups on Student Perceptions and Performance
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 3, S.74-87 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Teaching Methods; Educational Technology; Technology Uses in Education; Audience Response Systems; Mixed Methods Research; Cooperative Learning; Active Learning; Group Discussion; Student Attitudes; College Students; Student Surveys + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Aktives Lernen; Gruppendiskussion; Schülerverhalten; Collegestudent; Schülerbefragung
Abstract	Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students' open-ended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students' attitudes towards the instructor's pedagogy without any negative consequences for performance. (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: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01