User of clickers in HE - Resarch and Practice
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This document summarizes research on the use of clickers or electronic voting systems in higher education. It discusses how clickers can provide instant feedback, different question types, and record data to engage students actively. The main areas of research are the benefits of clickers for content transmission, feedback, and student engagement. Clickers are seen as useful for gathering information quickly, recall questions, predicting outcomes, starting discussions, and formative assessment. However, students can experience clicker fatigue and staff have mixed perceptions. Overall, clickers show potential to change teaching practices to be more discussion-based.
User of clickers in HE - Resarch and Practice
- 1. Clickers in HE – research and practiceDaniela Gachago, Educational Technology UnitFundani Centre for Higher Education Development, CPUTSource: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_campus.jpg
- 2. University of EdinburghSimpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice.Australasian Journal of Educational Technology, 2007, 23(2), 187-208.Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.
- 3. Interactive, instructing questioning as teaching method is nothing new…
- 4. New technology…CLICKERS!AnonymousInstant feedbackVariety of question typesRecord of data
- 5. Assumptions*Content transmission is not the most effective way of learningStudents active engagement with ideas and applications support learningQuality feedback should be provided to students* Simpson V. & Oliver M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasion Journal of Educational Technology 2007, 23(2), 187-208.
- 6. Main research areas** Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
- 7. Channel Setting Instructions for ResponseCard RF1. Press and release the "GO" button.2. While the light is flashing red and green, enter the 2 digit channel code (i.e. channel 1 = 01, channel 21 = 21). Channel is 413. After the second digit is entered, Press and release the "GO" button.4. Press and release the "1/A" button. The light should flash yellow to confirm.
- 8. A boat carrying a large boulder is floating on a lake. The boulder is thrown overboard and sinks. The water in the lake (with respect to the shore)RisesDropsRemains the same0 of 30
- 9. Quickly gathering informationHow many semesters of calculus have you had?How many countries outside South Africa have you visited?Icebreaking questions: how are you feeling today?Who am I?Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
- 10. Recall questions: Beginning of classWho has read the assigned material?Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
- 11. Comparing class survey with survey results from published studiesSource: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
- 12. How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*Less than 20%20-40%40-60%60-80%Nearly everyone0 of 30Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa
- 13. Predict the outcome of an experimentSource: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
- 14. Steve Draper, University of Glasgow“Possibly the most productive application, however, and the one with the largest body of existing research, is in using the equipment to initiate a discussion.* ”* Draper S. (n.d.) Electronically enhanced classroom interaction.
- 15. Collect student opinions to start a discussionThe practice of getting the blessings of the ancestors is:A norm in many African countriesA description of a role among rural communitiesA sign that the nuclear family is considered most importantAn example of acculturation amongst the Lembani peopleSource: http://cache.daylife.com/imageserve/0eMe6da2x14Lu/610x.jpg
- 16. Mazur Sequence“You can forget facts but you cannot forget understanding” Prof. Eric Mazur, Harvard
- 17. Enter question text...Answer1Answer2answer30 of 30Source: Bates S., Howie K. & Murphy A. (2006).
- 19. Why bother*?
- 20. Ranked by importance, clickers seem to be most useful to…
- 21. Staff perception
- 22. Students perception*Overall trend in literature: most students like using clickersMore consistent when asked about enjoyments than helpfulnessMain benefit: instructor has improved awareness of students’ needs and teaching style is viewed as more “immediate”Features liked best: anonymity, potential to reinforce learning and possibility to compare your answer with rest of the classHowever: students are also critical “stop messing around with technology and get back to good basic teaching” (d’inverno, 2003)* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
- 23. Clicker fatigue?
- 24. Potential: extensive change of teaching practiceTowards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003) Contingent teaching (Draper & Brown, 2004)Re-design of physical teaching spaces which allow collaboration / debate between students
- 26. ReferencesSimpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.Nicol, D. & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473.Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.Bates S., Howie K. & Murphy A. (2006), Electronic voting systems; from one way transmission to two-way conversation, the Journal of the Higher Education Academy Physical Sciences Centre (ISSN 1740-9888) - Issue 2 Dec 2006.
Editor's Notes
- #6: Ad 1: teaching is not just organising and transmitting content and learning is not just accurate recall of factual information, but it should promote active learning (Dearn cited by Jones)Ad 2: Laurillard’s conversational framework: learning results from the process of ongoing and adaptive dialogue between teacher and learner. Encouraging all students not just one (anonymity), constructivismAd3: National Student Survey: call for feedback in all forms. Timely feedback and reinforcement vital to synthesis and integration process (Cue, 1998) – comparison with peers, scaffolded learning