Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes

Autor/inn/en	Mayer, Richard E.; Stull, Andrew; DeLeeuw, Krista; Almeroth, Kevin; Bimber, Bruce; Chun, Dorothy; Bulger, Monica; Campbell, Julie; Knight, Allan; Zhang, Hangjin
Titel	Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes
Quelle	In: Contemporary Educational Psychology, 34 (2009) 1, S.51-57 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2008.04.002
Schlagwörter	Teacher Student Relationship; Interaction; Lecture Method; Feedback (Response); Learning Theories; Learner Engagement; Academic Achievement; Control Groups; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Learning theory; Lerntheorie; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	What can be done to promote student-instructor interaction in a large lecture class? One approach is to use a personal response system (or "clickers") in which students press a button on a hand-held remote control device corresponding to their answer to a multiple choice question projected on a screen, then see the class distribution of answers on a screen, and discuss the thinking that leads to the correct answer. Students scored significantly higher on the course exams in a college-level educational psychology class when they used clickers to answer 2 to 4 questions per lecture (clicker group), as compared to an identical class with in-class questions presented without clickers (no-clicker group, d=0.38) or with no in-class questions (control group, d=0.40). The clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other. Results are consistent with the generative theory of learning, which predicts students in the clicker group are more cognitively engaged during learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10