As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process. Highlights? To investigate the impact of clickers on student learning performance. ? Interactivity as a result of using clickers promotes active collaborative learning. ? Interactivity as a result of using clickers promotes engagement. ? Engagement improves students' learning performance. ? Active collaborative learning improves students' engagement and learning performance.

Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

Optimal Learning Environments to Promote Student Engagement

Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the use of clickers to traditional lecture methods. Although learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use: ■ Clickers provide a mechanism for students to participate anonymously. ■ Clickers integrate a “game approach” that may engage students more than traditional class discussion. The study also investigated students’ perceptions of their learning using clickers versus classroom discussion.

/pdf/clickers-in-the-classroom-an-active-learning-approach-4fic75hgge.pdf

Clickers in the Classroom: An Active Learning Approach.

アメリカにおける情報処理関連職種--Occupational Outlook Handbook 1990-1991 Editionを中心にして

There is no doubt that Social media has gained wider acceptability and usability and is also becoming probably the most important communication tools among students especially at the higher level of educational pursuit. As much as social media is viewed as having bridged the gap in communication that existed. Within the social media Facebook, Twitter and others are now gaining more and more patronage. These websites and social forums are way of communicating directly with other people socially. Social media has the potentials of influencing decision-making in a very short time regardless of the distance. On the bases of its influence, benefits and demerits this study is carried out in order to highlight the potentials of social media in the academic setting by collaborative learning and improve the students' academic performance. The results show that collaborative learning positively and significantly with interactive with peers, interactive with teachers and engagement which impact the students’ academic performance.

The impact of social media use on academic performance among university students: a pilot study

This research attempts to learn students perceptions about the value that Audience Response Systems add to the classroom. The technology that is the subject of this research consists of eight-button “response pads” that transmit student responses to a receiver connected to the computer in the classroom. The system allows the instructor to ask a variety of different question types and record and graphically-display the students’ responses in real time. Our research reveals that while initially leery of the technology and the modest cost it adds to the course, students are generally positive about its use, and prefer courses that use the technology over those that do not. Analysis reveals that student participation approaches 100% in class sessions where PRS are used due in part to anonymity, ease of use, and the ability to see how many others answered in the same way.

/pdf/waking-the-dead-using-interactive-technology-to-engage-10ojzk9jhi.pdf

Waking the Dead: Using interactive technology to engage passive listeners in the classroom

With the projected higher demand for Network Systems Analysts and increasing computer crime, network security specialists are an organization’s first line of defense. The principle function of this paper is to provide the evolution of Collegiate Cyber Defense Competitions (CCDC), event planning required, soliciting sponsors, recruiting personnel for the operations, red, white and blue teams. Information on one school’s preparation will be provided with a review of what could have been improved to prepare their team for the competition.

/pdf/developing-the-cyber-defenders-of-tomorrow-with-regional-2h0i6hsupw.pdf

Developing the Cyber Defenders of Tomorrow with Regional Collegiate Cyber Defense Competitions (CCDC).

Numerous cyber defense competitions exist today for individuals and teams to test their cyber security skills where each team has to “win or go home.” What is missing from these competitions is a league allowing head to head competitions over the course of a season, much like a sport. Teams playing several hours every week during a ten-week season have the opportunity to improve their cyber security skills. This paper provides an overview of cyber security competitions, and how a National Cyber League can greatly expand the number of and participants in these competitions at a much lower cost leveraging virtual technologies.

/pdf/a-league-of-our-own-the-future-of-cyber-defense-competitions-329j1q0k99.pdf

A League of Our Own: The Future of Cyber Defense Competitions

Due professional are can be defin ned in n several ways. Some will tell you thhat it is the respect you show your auditee and the way in which you conduct yourself during an audit. Others might say it is the Professional image expecteed of an auditor toward the auditee. Still others believe that due professional care denotes the expectancy of adding value to the client by providing solutions instead of problem.

Best Practices in Due Professional Care: An it Audit Perspective

The subject of computer forensics is still new and both challenging and intriguing for students. Cal Poly Pomona has offered this course since September of 2004. The course involves both the technical and legal aspects of investigative procedures as applied to digital evidence. For the instructor, it can involve challenges not found in other areas of information systems. This paper discusses some of the triumphs and pitfalls of including computer forensics as part of an undergraduate information assurance curriculum.

/pdf/to-catch-a-thief-ii-computer-forensics-in-the-classroom-3sr4wbj78a.pdf

To Catch A Thief II: Computer Forensics in the Classroom

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