The “Clicker” Project: A Scholarly Approach to Technology Integration

Morin, Danielle; Thomas, Jennifer; Barrington, Janette; Dyer, Linda; Boutchkova, Maria

doi:10.1007/978-90-481-2973-7_7

Cited by 2 publications

(6 citation statements)

References 7 publications

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“…The students would like to use clickers in class and they believed that it assisted their learning of important principles. These findings augmented similar findings reported by Beekes (6) , Jackson and Tree (10) , Morin et al (8) , and Simpson and Oliver (2) . The use of clickers also made them more attentive in class and provided a small class atmosphere.…”

Section: Discussionsupporting

confidence: 91%

“…The findings reveals that students viewed the use of clickers in their classroom in a positive effect concurring with past studies such as Beatty et al (5) , Beekes (6) , Fitch (7) , Morin et al (8) , and Laxman (9) . The findings also indicated that the use of clickers was perceived as having a positive impact on learning.…”

Section: Discussionsupporting

confidence: 90%

“…Beekes (6) however, conclude that interactivity is an important characteristic of clickers based lesson. Clickers use enhanced learning, and increased interactions (8) .Furthermore, the students in this study reported being were more involved in lectures and received feedback during the lecture. These findings augmented past studies such as Mazur (13) and Yourstoneet al (2008).…”

Section: Discussionmentioning

confidence: 68%

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Nursing Student's Attitudes towards Clickers in the Classroom

Ibrahim¹

2015

Kufa Jour. Nurs. Sci.

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Objectives: The purpose of this study was to assess and describe baccalaureate nursing student's attitudes towards clickers in the classroom. Methodology: A descriptive study was utilized to assess and describe student's attitudes with the use of clickers in the classroom. Attitude scales consisted of (20) items were developed by the authors with content validity established through review of the items by (13) expert nursing faculty. The 70 of Mosul Nursing students were participated in the study for the period 16-20 October, 2013. Statistical analysis was conducted to determine a frequency distribution of responses for each item as reported for the entire sample. Results: Overall, the findings demonstrated that students were satisfied with the use of clickers in the classroom and encouraged the instructor to continue to use them for this class in the future. Students' overall perceived the clickers to help with their knowledge acquisition and retention. Conclusions: This paper contributes to the literature on the use of innovative technology such as clickers in large class lectures in the Iraqi higher education context in particular and Nursing teaching context in general. Recommendation: Further research regarding the motivation of students within the classroom and clicker implementation should be investigated

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 68%

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Nursing Student's Attitudes towards Clickers in the Classroom

Ibrahim¹

2015

Kufa Jour. Nurs. Sci.

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“…The distributors of these devices claim that use of the technology leads to greater student engagement and therefore greater classroom learning (Barnett, 2006;Carnaghan & Webb, 2005). Both students and faculty report that the experience of using clickers in the classroom is very positive and leads to increased classroom satisfaction (e.g., Addison, Wright, & Milner, 2009;Davis, 2003;Judson & Sawada, 2002;Kaleta & Joosten, 2007;Morin, Thomas, Barrington, Dyer, & Boutchkova, 2009). Clicker use also may increase the use of engaged pedagogies in large classes by enabling widespread anonymous participation (Caldwell, 2007;Morin et al, 2009;Rhem, 2009), providing immediate feedback, and/or creating a cumulative record of participation (Beatty, 2004).…”

mentioning

confidence: 99%

“…Both students and faculty report that the experience of using clickers in the classroom is very positive and leads to increased classroom satisfaction (e.g., Addison, Wright, & Milner, 2009;Davis, 2003;Judson & Sawada, 2002;Kaleta & Joosten, 2007;Morin, Thomas, Barrington, Dyer, & Boutchkova, 2009). Clicker use also may increase the use of engaged pedagogies in large classes by enabling widespread anonymous participation (Caldwell, 2007;Morin et al, 2009;Rhem, 2009), providing immediate feedback, and/or creating a cumulative record of participation (Beatty, 2004). One of the critical elements and most commonly cited benefits of clickers is the immediate feedback students receive about their understanding of the course material (Barnett, 2006).…”

mentioning

confidence: 99%

The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

2010

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Two studies were performed to investigate the impact of students’ clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students’ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning.Deux études ont évalué l’impact de la rétroaction sur la performance des étudiants indiquée par télévoteur sur leur comportement de recherche d’aide et sur les autres stratégies d’apprentissage utilisées. Dans la première étude, les chercheurs se sont penchés sur la relation entre la performance indiquée par télévoteur, le sentiment d’auto-efficacité, la recherche d’aide et la réussite scolaire. Nous avons trouvé une corrélation positive significative entre la performance indiquée par télévoteur et les notes de cours. De plus, nous avons également découvert un lien négatif significatif entre le comportement en matière de recherche d’aide, le télévoteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d’auto-efficacité élevé. Dans la deuxième étude, nous avons élargi notre approche pour déterminer si les participants avaient modifié plusieurs stratégies d’apprentissage après avoir obtenu une rétroaction sur leur performance par télévoteur. Nous avons de plus tenté de répliquer la relation entre le télévoteur et la performance dans cours découverte lors de la première étude. Bien que les participants aient déclaré avoir utilisé davantage de stratégies d’apprentissage après avoir utilisé le télévoteur, nous n’avons pas trouvé de lien significatif entre les changements relatifs à ces stratégies et le télévoteur ou le test de performance de mi-semestre. Nous avons répliqué le lien entre le télévoteur et la performance dans le cours. Les résultats suggèrent que la rétroaction offerte par le télévoteur n’est pas suffisante en soi pour entraîner un changement fructueux en matière de stratégies d’appre...

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The “Clicker” Project: A Scholarly Approach to Technology Integration

Cited by 2 publications

References 7 publications

Nursing Student's Attitudes towards Clickers in the Classroom

Nursing Student's Attitudes towards Clickers in the Classroom

The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

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