Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

Hung, Hsiu‐Ting

doi:10.1080/10494820.2016.1240090

Cited by 111 publications

(78 citation statements)

References 39 publications

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“…A number of studies have examined the effectiveness of personal responses systems (PRSs) or clickers (e.g., Eastman, Iyer, & Eastman, 2011;Keough 2012;Hung, 2017;Chan & Ko, 2019). Keough (2012) reviewed 66 studies on the use of PRSs and reported that many studies found significant improvements in performance and high levels of student satisfaction with them.…”

Section: Literature Reviewmentioning

confidence: 99%

What learning tools do students prefer? An assessment of undergraduate business courses

Banerjee

Olson

2020

Journal of Education for Business

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Universities strive to acquire resources to improve learning outcomes for students. This paper describes technology introduced in core undergraduate business classes and students' assessment of their value. Despite their widespread use, student enthusiasm for them was tepid. It also gauges student preferences for pedagogical methods and finds the preferred method was power point lectures, independent of the type of the course. Homework ranked second for quantitative classes, while in-class discussions ranked second for qualitative classes.

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Section: Literature Reviewmentioning

confidence: 99%

What learning tools do students prefer? An assessment of undergraduate business courses

Banerjee

Olson

2020

Journal of Education for Business

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“…Likewise, thanks to the connectivity that digital devices allow, collaboration between students and the collective construction of knowledge are encouraged [35]. In this way, the application of the BYOD program in flipped learning optimizes student performance [38], causing an improvement in their grades and promoting collaborative and self-directed learning [39]. Additionally, this combination allows students to carry out activities effectively in any context [24] in a way that is productive, since they are familiar with the configuration of their personal devices [40].…”

Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

et al. 2020

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The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

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“…The latest generation of these systems enables students to use their own smart phone devices as clickers, enabling them to send a response using mobile applications, web browsers, or short text messages (SMS). Clickers are often used in line with the "buy your own device" concept in the higher education setting (Hung, 2017); students buy or rent clickers for a period of one or more years, link the devices to their student digital identities, and use them as a reliable means of identification. In this manner, they can link their CRS device activity to their grade records.…”

Section: Classroom Response Systemsmentioning

confidence: 99%

“…In the higher education context, Yang (2013) found negatively moderated relationships between HT and intention to adopt m-learning, suggesting the negative influence of mobile device technical limitations (slow network speeds, small screens and keyboard) and use of mobile devices for hedonic purposes, such as gaming or texting friends; similar results were evidenced by Lewis et al (2013) in terms of classroom technology use. Nevertheless, Faizan et al (2016) established a strong relationship between HM and BI regarding classroom collaboration technology, implying that students can interact with other students, which is more entertaining and enjoyable when compared to traditional lectures; according to some authors (Cotner et al, 2008;Stowell & Nelson, 2007), instant feedback is enjoyable; learning by means of videos was another educational technology where HM significantly predicted BI (Aria & Archer, 2018); finally, teamwork and gamification, a possible way to use CRS, also increases entertainment and enjoyment (Hung, 2017).…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Factors that Increase Active Participation by Higher Education Students, and Predict the Acceptance and Use of Classroom Response Systems

Dečman

2020

IJHE

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An increasing number of studies have addressed and proved the positive impact of classroom response systems (CRS) on learning performance in active learning environments but few focus on the parameters for the adoption and use of this technology in the classroom. This paper reviews research that has tested the parameters that influence the acceptance and use of CRS in the higher education context by utilizing the Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003). The research tested a set of hypotheses that predict the conditions under which CRS technology use was likely to emerge and persist in the active learning environment. The results highlight the importance of students' habit and performance expectancy on CRS use; the added construct of trust also indicates a significant influence on CRS use intention. The findings will better enable educators to effectively use CRS technology to support active learning.

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Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

Cited by 111 publications

References 39 publications

What learning tools do students prefer? An assessment of undergraduate business courses

What learning tools do students prefer? An assessment of undergraduate business courses

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

Factors that Increase Active Participation by Higher Education Students, and Predict the Acceptance and Use of Classroom Response Systems

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