Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

Blasco‐Arcas, Lorena; Buil, Isabel; Ortega, Blanca Hernández; Sesé, F. Javier

doi:10.1016/j.compedu.2012.10.019

Cited by 407 publications

(392 citation statements)

References 57 publications

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“…The instructor's impression was that the use of the PRS fostered communication between the students and the instructor and especially among the students. Such interactivities contribute to the articulation of students' thinking and thus to more effective discussions (Blasco-Arcas et al, 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Use of Personal Response Systems in Higher Education – A Case Study

Or‐Bach

2014

IJHE

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The study reported in this paper involved the employment of specially designed learning activities based on the use of a Personal Response System (PRS). Instructors in variety of disciplines are increasingly using personal response systems to increase participation, engagement and active learning. Most studies stress the benefits of using a PRS when dealing with large groups; in this paper we stress learning benefits for small classes. We demonstrate in a context of two very different courses how the PRS use can foster formative interactions in class as well as focusing students on the main discipline-specific concepts and skills. We describe the characteristics of these two courses along with their educational goals and how it influenced the design of the PRS-based learning activities. We describe the formative interactions in class as triggered by the PRS-based questions, and we describe findings regarding students' perceptions of the various contributions of the PRS-based learning activities.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Use of Personal Response Systems in Higher Education – A Case Study

Or‐Bach

2014

IJHE

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“…As a consequence, critical and creative thinking skills, the knowledge analyzing and synthesizing abilities to solve technical, social, economic and other issues become important. Anticipating the change of global environment, the educators currently see that collaborative learning gives a lot of advantages for students (Blasco-Arcas et al, 2013;Halili et al, 2015;Lee et al, 2014;O'Sullivan, 2017). This technique is primarily related to edges on other aspects except for new knowledge acquisition, but more on social skills element (Gilboy et al, 2015;Hämäläinen & Laine, 2014;Ku et al, 2013;Zheng et al, 2014).…”

Section: Collaborative Learningmentioning

confidence: 99%

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

Sulisworo¹,

Syarif²

2018

IJLD

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Critical thinking as an outcome of learning is an essential issue in education. The application of the concept of Open Educational Resources or OER provides opportunities for students to obtain information more efficiently to support their learning. On the other hand, the collaborative learning is believed to be a robust pedagogical approach to build a good learning experience. This research describes and explores how the application of collaborative learning by using OER can enhance critical thinking skills. The method of this study was the pre-test and post-test one group design in physics lessons at secondary school students. Statistical analysis used paired t-test with an error of 5%. The teacher can measure the critical thinking skill by giving essay test. Scoring considered the process undertaken in problem-solving. The results of this study showed an increase in critical thinking skills significantly. This study also further discusses the implications associated with this research on learning physics.

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“…This is largely underpinned by the perception that engagement has declined (Barnett & Coate, 2005) despite the fact that it is '... a key factor for learning and personal development' (Salaber, 2014, p. 115). Knowing how students engage in learning practices plays a key role in managing and developing third level education (Coates, 2007), and thus, engagement has been identified in the literature as a key area of research (Blasco-Arcas et al, 2013). This chapter responds to the need to develop such knowledge, by documenting the development and application of a project undertaken to enhance student engagement through the 'Students in Action Project' in the Dublin Institute of Technology in Ireland.…”

Section: Introductionmentioning

confidence: 99%

Students in action: a destination-based learning approach to student engagement

Craggs¹,

Gorman²,

Griffin³

et al. 2017

Handbook of Teaching and Learning in Tourism

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Cognisant of the importance of student engagement in education being an international concern, this chapter outlines a project to enhance student engagement undertaken at the Dublin Institute of Technology in Ireland. The 'Students in Action Project' involved students from a range of programmes and modules in the School of Hospitality and Tourism working with the local community and businesses of two tourism destinations: Slane, Co. Meath and Drogheda, Co. Louth in Ireland. The aim was to involve students in an active collaborative learning environment using a destination-based approach to define the parameters of engagement and collaboration and identify ways in which tourism and hospitality within the destination could be enhanced. In contrast to many previous studies on student engagement, the destination-based approach takes a more holistic view by including local industry, industry groups as well as civic and broader community members as key components of the destination. This chapter outlines the motivations underpinning the project, the process involved, and reflects on the benefits, limitations and lessons learnt. Outcomes beyond those intended arose from engaging with stakeholders outside the educational institution. The project has been a steep learning-curve for all, and on-going planning, negotiation and reflection are essential to the process. Fundamentally, all participants -staff, students and destination stakeholders -agreed that the rich outputs justified the effort involved.

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Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

Cited by 407 publications

References 57 publications

Use of Personal Response Systems in Higher Education – A Case Study

Use of Personal Response Systems in Higher Education – A Case Study

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

Students in action: a destination-based learning approach to student engagement

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