Clicker

Abstract: We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.

Abstract: Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention and nonattention in shorter and shorter cycles as lecture proceeds. Introduction of other pedagogies, specifically, clicker questions and demonstrations resulted in significantly lower self-reported student attention decline than lecture. This effect persisted during lectures immediately following the intervening pedagogies. Implications of this research for teaching are discussed.

Abstract: 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.

Abstract: Preface. The Author. 1. Engaging Students with Clickers. Generating Classwide Discussions. Generating Small-Group Discussions. Creating Times for Telling. Structuring Class Time. Making Class More Fun. 2. Assessing Students with Clickers. Uncovering Student Learning. Evaluating Student Learning. 3. A Taxonomy of Clicker Questions. Content Questions. Process Questions. 4. Teaching Choices. Use of Class Time. Writing Questions. Student Response, Participation, and Grading. Classroom Choices. Small Classes. 5. Technical and Logistical Choices. Technical Challenges. Vendor Selection and Adoption. Supporting and Promoting the Use of Clickers. Low-Tech Options. High-Tech Options. 6. Why Use Clickers? Increased Student Participation. Increased Student Engagement. Frequent Feedback on Student Learning. Final Suggestions. References. Index.