Is Class Appreciation Just a Click Away?: Using Student Response System Technology to Enhance Shy Students' Introductory American Government Experience

Ulbig, S.; Notman, Fondren

doi:10.1080/15512169.2012.729450

Cited by 19 publications

(16 citation statements)

References 47 publications

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“…Many college instructors have adopted the use of "clickers" to similarly facilitate a more interactive learning experience, allowing instructors or students to collect data from multiple locations, and to perform immediate analysis. Research has shown strong evidence of their effectiveness and ability to engender greater student participation (Evans 2012;Ulbig and Notman 2012). For the instructor, the ability to receive immediate feedback is crucial for identifying student misunderstanding and improving learning (Schell, Lukoff, and Mazur 2013).…”

Section: Why Try To Control Cell Phones In the Classroom?mentioning

confidence: 99%

Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom

Berry

Westfall

2015

College Teaching

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Cell phones are nearly ubiquitous in the college classroom. This study asks two primary questions regarding the making and breaking of in-class cell phone policies. In what manner are students using their phones and how can faculty members minimize the potential for phone-related distractions? To answer these questions we analyze original survey data from nearly 400 college students across multiple public and private universities to better understand the students' impulse to use their phones during class. Results from the survey demonstrate that more than 80% of students use their phone at least once per class and that students generally believe this to be an acceptable practice. These student data are supplemented with survey data from close to 100 college faculty to evaluate a range of policy options for dealing with this issue. From this analysis, it is clear that the policies most frequently implemented by instructors are typically perceived by students as the least effective.

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Section: Why Try To Control Cell Phones In the Classroom?mentioning

confidence: 99%

Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom

Berry

Westfall

2015

College Teaching

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“…Research conducted in political science classrooms suggest these devices have efficacy (Evans 2012) by creating a more interactive environment where students are prompted to consider critical questions and to examine their level of understanding (Damron and Mott 2006). Furthermore, clickers may play a particularly important role to those students who are hesitant to participate or who do not feel comfortable discussing difficult topics (Holland, Schwartz-Shea, and Yim 2013;Ulbig and Notman 2012). This article contributes to this burgeoning literature via evidence from additional classes and through alternative methodological techniques in evaluations of the technology's effectiveness.…”

Section: Reviewing the Evidence For Clickersmentioning

confidence: 99%

What’s the Payoff?: Assessing the Efficacy of Student Response Systems

Baumann

Marchetti

Soltoff

2015

Journal of Political Science Education

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“…Furthermore, the option of using response systems anonymously, when evoked, provides a participation environment free of or less affected by peer pressure and failure anxiety, resulting in more participation and engagement (Barr, 2017), which can be the underlying reason why shy students were reported to gain more out of clicker usage (Ulbig & Notman, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…This feature additionally facilitates peer education and collaborative learning (Blasco-Arcas et al, 2013;Hoekstra, 2008Hoekstra, , 2015Horne, 2015;Hughes et al, 2012;Mollborn & Hoekstra, 2010;Szwed & Bouck, 2013). Furthermore, the option of using response systems anonymously, when evoked, provides a participation environment free of or less affected by peer pressure and failure anxiety, resulting in more participation and engagement (Barr, 2017), which can be the underlying reason why shy students were reported to gain more out of clicker usage (Ulbig & Notman, 2012).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

Pisheh¹,

NejatyJahromy

Gargari

et al. 2018

Computer Assisted Learning

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The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental design and a pretest/posttest set‐up. Subjects consisted of 156 K‐8 students in Tehran during 2016–2017, selected through a multistage cluster sampling, and randomly assigned to either the experimental group (EG) or the control group (CG). The regular curriculum of the students contained a weekly session of a course titled “Thinking and Lifestyle.” Ten sessions of the course were conducted using SRS (aka clickers) for EG, whereas CG kept receiving the same content in the conventional form. The teaching period was followed by the posttest. ANCOVA showed that, in contrast with CG, EG scored significantly higher on CT test after the intervention. The effect was shown to be only significant for the students at the lower side of the performance spectrum. Thus, in this inaugural study of clickers in schools in Iran, it was empirically demonstrated that clickers, as a relatively new piece of technology, can be successfully utilized during early adolescence in the pedagogical strategies in general and for the improvement of CT of students in particular.

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Is Class Appreciation Just a Click Away?: Using Student Response System Technology to Enhance Shy Students' Introductory American Government Experience

Cited by 19 publications

References 47 publications

Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom

Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom

What’s the Payoff?: Assessing the Efficacy of Student Response Systems

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

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