Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class

Autor/inn/en	Joshi, Noopur; Lau, Siu-Kit; Pang, Ming Fai; Lau, Stephen Siu Yu
Titel	Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 5, S.375-394 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Siu-Kit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00525-x
Schlagwörter	Audience Response Systems; Cognitive Processes; Thinking Skills; Large Group Instruction; Undergraduate Students; Architecture; Learner Engagement; Student Attitudes; Student Evaluation + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Denkfähigkeit; Architektur; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	Unlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student-teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement "pause and recall" with ConcepTests to increase participation and interaction. Lectures were paused every 15-20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students' approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom's taxonomy. Students' deep approach to learning increased at the end of the semester (Cohan's d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (r[subscript s] = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (r[subscript s] = 0.275, p = 0.022) and study behavior (r[subscript s] = 0.263, p = 0.029) to use clickers. Clickers used to pose 'ConcepTest' questions to execute "pause and recall" in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01