Self- and Cohort-directed Design in Research Training Tutorials for Undergraduate Researchers: Increasing Ownership and Relevance to Improve Learning Outcomes

Creese, Jennifer

doi:10.1016/j.acalib.2011.04.007

Cited by 4 publications

(2 citation statements)

References 11 publications

(21 reference statements)

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“…Academic and researchers of economics, accounting and marketing disciplines have successfully used SRSs. The results presented by Creese [113] describe an experience carried out in a university classroom with students of economics in which the SRS was used to ask them about their knowledge on different topics. The benefits of clickers for students attending a subject on principles of economics are shown by Salemi [114].…”

Section: Social Sciencesmentioning

confidence: 99%

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020

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In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

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Section: Social Sciencesmentioning

confidence: 99%

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020

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“…It enables the instructor to elicit, assess and track students' responses to the discussed questions instantly, individually, and anonymously. It has also been found to help increase students' participation (Creese, 2011) and engagement (Bartsch & Murphy, 2011;Laxman, 2011 ), enhance class interactivity (Draper & Brown, 2004) and learning outcomes (Yourstone, Kraye, & Albaum, 2008, Henriksen & Angell, 2010, and promote higher-order thinking (Connor, 2011). In the area of physics, the device is regarded as a promising instructional tool in terms of engaging students in cognitive participation and facilitating their conceptual understanding (Beatty et al, 2006a;Beatty & Gerace, 2009).…”

Section: Introductionmentioning

confidence: 99%

Implementing the interactive response system in a high school physics context: Intervention and reflections

Shieh

Chang

2013

AJET

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The interactive response system (IRS) has been widely used to promote student learning since 2003. It is an electronic system connected to handset devices allowing students to transmit their responses by pressing the desired buttons and meanwhile allowing the teacher to monitor and track individual students' answers anonymously and statistically. However, there is limited research examining the challenges teachers may encounter when designing IRS-based questions and providing mediations which may lead them to develop quality questions. The purpose of this study is to address this research gap by investigating one high school teacher's IRS implementation based on both the teacher's and students' teaching/learning experiences as well as presenting an intervention to help the teacher develop higher quality IRS questions. High quality questions denote questions that are able to help students engage in deeper thinking and eventually lead to comprehensive understanding of the concepts learned. The data sources consist of tests, classroom observations, interviews, face-to-face meetings, and email correspondence. The findings disclose that enhancing the teacher's content knowledge and capability of recognizing the students' learning pitfalls is the foundation to developing quality IRS questions. Collaboration established between the teacher and a university physics education expert appears to have effectively helped both participants gain insights and knowledge into designing quality questions aimed at identifying the students' learning bottlenecks.

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Delineating the Learning Process in Generating a Research Culture among Undergraduate Social Work Students: A Case Study of Student Participation in an Academic Conference

Hall¹

2015

Social Work Education

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Self- and Cohort-directed Design in Research Training Tutorials for Undergraduate Researchers: Increasing Ownership and Relevance to Improve Learning Outcomes

Cited by 4 publications

References 11 publications

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

Implementing the interactive response system in a high school physics context: Intervention and reflections

Delineating the Learning Process in Generating a Research Culture among Undergraduate Social Work Students: A Case Study of Student Participation in an Academic Conference

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