Literaturnachweis - Detailanzeige
| Autor/inn/en | Yourstone, Steven A.; Kraye, Howard S.; Albaum, Gerald |
|---|---|
| Titel | Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning? |
| Quelle | In: Decision Sciences Journal of Innovative Education, 6 (2008) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-4595 |
| DOI | 10.1111/j.1540-4609.2007.00166.x |
| Schlagwörter | Audience Response Systems; Management Development; Business Administration Education; Statistical Analysis; Outcomes of Education; Learning Processes; Exit Examinations; Concept Formation; Scores; Tests; Feedback (Response); Classroom Techniques; Undergraduate Students |
| Abstract | A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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