Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, William A.; Noland, Thomas G. |
|---|---|
| Titel | How Remote Response Devices Enable Student Learning: A Four-Year Analysis |
| Quelle | In: American Journal of Business Education, 3 (2010) 8, S.21-26 (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1942-2504 |
| Schlagwörter | Technology Uses in Education; Correlation; Grades (Scholastic); Audience Response Systems; Business Administration Education; College Students; Academic Achievement; Student Improvement; Georgia |
| Abstract | The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s. Much of the exploration of the technology has focused on methodology, student participation, and student perception. This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades. (As Provided). |
| Anmerkungen | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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