Exploring Peer Instruction: Should Cohort Clicker Responses Appear during or after Polling?

Autor/in	Pearson, Russell J.
Titel	Exploring Peer Instruction: Should Cohort Clicker Responses Appear during or after Polling?
Quelle	In: Journal of Chemical Education, 96 (2019) 5, S.873-879 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pearson, Russell J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.9b00035
Schlagwörter	Peer Teaching; Audience Response Systems; Problem Based Learning; Undergraduate Students; Chemistry; Student Behavior; Behavior Patterns; Reaction Time; Individual Activities; Group Activities; Technology Uses in Education; College Science; Science Instruction + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Problem-based learning; Problemorientiertes Lernen; Chemie; Student behaviour; Schülerverhalten; Reaktionsvermögen; Individual work; Einzelarbeit; Gruppenaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	During problem-based learning sessions, undergraduate students were tasked with answering chemistry-related questions using clicker-handset technology in which the last response made by each handset would override any previous vote. The benefits, if any, of showing cohort responses from clicker questions during versus after polling were explored. Preliminary work suggested that cohort responses shown live during polling created greater unprompted peer instruction, which was inferred from a noticeably louder level of classroom debate. To test if subtle polling changes can promote greater peer instruction, this study monitored cohort performance, clicker response times, and voting-behavior patterns throughout the polling process. Profiling individual and team-based clicker activity in this manner highlighted contrasting performance data. No significant differences were seen when clicker handsets were used individually by students; however, certain trends were seen in the team-based model, which depended on how cohort responses were displayed and were also influenced by question type, with multiple-choice questions (MCQs) performing differently from true--false style questions. The results highlight improved performance in the team-based clicker model with peer instruction taking place during MCQ polls in which cohort responses were displayed live during voting. These findings highlight a clicker strategy embedded with peer instruction that bypasses the need for the standard three-phase process of polling, discussing, and then repolling. Displaying polling responses live enables multiple polling and discussion opportunities to occur in a single interchangeable phase, thus providing a time-efficient voting and peer-instruction method that may attract more instructors to adopt clicker technology within their teaching. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01