ClickersA Teaching Gimmick that Works

Wood, W. B.

doi:10.1016/s1534-5807(04)00414-9

Cited by 47 publications

(67 citation statements)

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“…This type of approach is also well received by students, e.g. see Wood (2004). In our own experience, students have relished the opportunity to discuss problems with their peers given a disparate response in class.…”

Section: Quizzesmentioning

confidence: 87%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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Section: Quizzesmentioning

confidence: 87%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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“…They claim that, apart from enhanced technical features such as the display of histograms of students' answers and easier record keeping, the devices have changed little in the intervening 40 or so yearswith the multiple choice question format remaining the stable basis of interaction throughout that period. One of the more interesting historical points is that scientists in general (Bessler & Nisbet, 1971;Casanova, 1971;Shapiro, 1997;Wood, 2004) and physicists in particular (Abrahamson, 1999;Hake, 1998;Perkins & Wieman, 2004;Poulis, Massen, Robens & Gilbert, 1998) seem to have conducted more research on clickers in post secondary educational settings than other educators. However, there is also literature in accounting (Carnaghan & Webb, 2005) and computer science (Dufresne, Gerace, Leonard, Mestre & Wenk, 1996;Littauer, 1972).…”

Section: Historymentioning

confidence: 99%

Implementation of personal response units in very large lecture classes: Student perceptions

Barnett

2006

AJET

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<span>This article reports on a large scale implementation of personal response units in three introductory science courses at the University of Western Ontario in Canada. An online survey of students was conducted to gather their perceptions on the uses of the devices, triangulated by participant observation of the classes and email interviews with the instructors. Although the students' perceptions were generally favourable, problems associated with implementation were widespread. Advantages and disadvantages of the technology are discussed along with suggestions for its use.</span>

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“…Active learning encourages students to recognize the need to participate in their own learning. This improves the chances of increased long-term retention, recall, and deeper learning (Felder & Brent, 2005;Wood, 2004). As a result, critical thinking occurs, which students can then be applied to real world situations (Bonwell & Eison, 1991).…”

Section: Active Learningmentioning

confidence: 99%