Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning

Autor/in	Hung, Hsiu-Ting
Titel	Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning
Quelle	In: Interactive Learning Environments, 25 (2017) 8, S.983-995 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1240090
Schlagwörter	Blended Learning; Educational Technology; Technology Uses in Education; Audience Response Systems; English (Second Language); Second Language Instruction; Quasiexperimental Design; Student Attitudes; Educational Games; Program Effectiveness; Preferences; Foreign Countries; Majors (Students); Randomized Controlled Trials; Comparative Analysis; Questioning Techniques; Summative Evaluation; Student Surveys; Interviews; Interaction; Student Motivation; Student Participation; Attention; Attendance; Student Satisfaction; Telecommunications; Handheld Devices; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Educational game; Lernspiel; Ausland; Befragungstechnik; Fragetechnik; Schülerbefragung; Interviewing; Interviewtechnik; Interaktion; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aufmerksamkeit; Anwesenheit; Telekommunikationstechnik
Abstract	Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students' flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01