The C[superscript 3] Framework: Evaluating Classroom Response System Interactions in University Classrooms

Autor/inn/en	Fies, Carmen; Marshall, Jill
Titel	The C[superscript 3] Framework: Evaluating Classroom Response System Interactions in University Classrooms
Quelle	In: Journal of Science Education and Technology, 17 (2008) 5, S.483-499 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-008-9116-4
Schlagwörter	Reading Processes; Communication Strategies; College Instruction; Classrooms; Classroom Techniques; Classroom Environment; Technology Integration; Educational Technology; Interaction; Student Attitudes; Teacher Attitudes; Motivation; Computer Assisted Instruction; Computer Mediated Communication; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Leseprozess; Kommunikationsstrategie; Hochschullehre; Classroom; Klassenraum; Klassenführung; Klassenklima; Unterrichtsklima; Unterrichtsmedien; Interaktion; Schülerverhalten; Lehrerverhalten; psychologische; Motivation (psychologisch); Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool's effects on teaching and learning. From these data emerged a framework of interaction (the C[superscript 3] Framework) that situates CRS use from both the instructors' and learners' perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C[superscript 3] Framework presented here applies across educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10