Effective Student Use of Computerized Quizzes

Brothen, Thomas; Wambach, Cathrine

doi:10.1207/s15328023top2804_10

Cited by 63 publications

(54 citation statements)

References 10 publications

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“…Also, some evidence suggests that allowing students to dictate what they want to learn may result in them exploring the course topics more broadly. Brothen and Wambach (2001) suggested that if an instructor posts online, students might only focus on those particular topics and not consider the fuller topic.…”

Section: Structured and Unstructured Discussion Formsmentioning

confidence: 99%

Structured and unstructured discussion forums as tools for student engagement

Salter

Conneely²

2015

Computers in Human Behavior

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Section: Structured and Unstructured Discussion Formsmentioning

confidence: 99%

Structured and unstructured discussion forums as tools for student engagement

Salter

Conneely²

2015

Computers in Human Behavior

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“…We can think of two interpretations of the "cheating" we observed. If students simply copied each other, such cheating probably undermined the true learning value of clickers (Brothen & Wambach, 2001;Daniel, 2006). On the other hand, if asking one's neighbors about the right answer introduced some cooperative learning to the students and made students think more deeply, it might have actually increased student engagement with the material.…”

Section: Practical Considerationsmentioning

confidence: 99%

Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes

Morling

McAuliffe

Cohen

et al. 2008

Teaching of Psychology

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Four sections of introductory psychology participated in a test of personal response systems (commonly called "clickers"). Two sections used clickers to answer multiple-choicePersonal hand-held responders, commonly called "clickers," are one of the latest trends in technology for teaching (Beatty, 2004;Duncan, 2005). Clickers are one potential tool for increasing interactive engagement with material, and courses that use interactive engagement show higher levels of concept learning (Hake, 1998). The instructor poses a question to the class (using Microsoft PowerPoint) and students respond with hand-held responders. After students have responded to the question, the instructor displays a histogram of the class's responses. Anecdotal evidence (based on faculty interest at teaching conferences) indicates a rising use of clickers on college campuses, but do clickers help students learn? Do they help students feel more engaged?According to some researchers, students like clickers, and students also believe clickers make them feel more engaged. For example, on course evaluations, students at one university reported that clickers had more benefits than downsides (Draper & Brown, 2004). However, in most studies on clickers, researchers do not compare clicker groups to nonclicker comparison groups, so demand characteristics might explain the findings. When asked, "how useful do you think the handsets are?" (Draper & Brown, 2004) or if "clickers helped me learn" (Duncan, 2005), students might overestimate their perceptions of benefits of clickers, because such introspection is notoriously faulty (Nisbett & Wilson, 1977).In this study, we compared four large sections of introductory psychology (two instructors taught two sections each). For each of the two instructors, one section used clickers and one section did not. The instructors used the clickers to administer multiple-choice questions on the reading; to display histograms of the question results; and, when relevant, to correct widespread misunderstandings. The primary dependent measures were exam scores (within each instructor, exams in the two sections contained identical items) and self-reports of interest and engagement collected via anonymous course evaluations at the end of the semester. Method Participants and DesignParticipants were introductory psychology students (N = 1,290) at the University of Delaware enrolled in one of four large sections. Each section had approximately 320 students.At our university, introductory psychology attracts mostly first-year students (80%), but upper class students also enroll. First-year students are, in essence, randomly assigned to introductory psychology sections. During summer orientation sessions, entering students make a list of courses they wish to take in the fall without regard to class time or professor. Then a computer

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“…Brothen and Wambach (2001), for example, described a developmental psychology course in which students had access to computerized quizzes to prepare for proctored examinations. "Results indicated that spending more time taking quizzes and taking them more times was related to poorer exam performance" (p. 293).…”

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confidence: 99%

Learning Style under Two Web‐Based Study Conditions

Johnson

2007

Educational Psychology

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Effective Student Use of Computerized Quizzes

Cited by 63 publications

References 10 publications

Structured and unstructured discussion forums as tools for student engagement

Structured and unstructured discussion forums as tools for student engagement

Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes

Learning Style under Two Web‐Based Study Conditions

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