Using student response systems in the accounting classroom: Strengths, strategies and limitations

Carnaghan, Carla; Edmonds, Thomas P.; Lechner, Thomas A.; Olds, Philip R.

doi:10.1016/j.jaccedu.2012.05.002

Cited by 60 publications

(86 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…SRS also allowed students to measure their level of understanding of knowledge taught in classes and allowed them to gauge the knowledge of other students in the class (Draper & Brown, 2004;Han & Finkelstein, 2013). Carnaghan, Edmonds, Lechner, and Olds (2011) reviewed the studies on using SRSs and categorized the benefits: student preparation for class (Carnaghan & Webb, 2007), student attendance (Robinson, 2006), student participation and engagement (Hoekstra, 2008;Fies & Marshall, 2008), student satisfaction and enjoyment (Mula & Kavanagh, 2009), improved instructor performance (C. T. Edmonds & T. P. Edmonds, 2010), improved student learning (Carnaghan & Webb, 2007;C. T. Edmonds & T. P. Edmonds, 2010;Premuroso, Tong, & Beed, 2011), and more frequent and timely feedback to students (Mayer et al, 2009).…”

Section: Research Backgroundmentioning

confidence: 99%

“…However, the designs of SRS questions require careful consideration to encourage problem solving and deeper ongoing retention of knowledge. Carnaghan et al (2011) suggested that SRS questions should be interspersed throughout the class; opportunity for peer discussion should be provided in answering the SRS questions; flexibility and variety should be allowed in the instructor questions and behavior used to explore the SRS responses; the aggregated response graph should be displayed; and SRS questions should be sufficiently difficult, so that students would need to pay attention to answer.…”

Section: Research Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Perception of Using Student Response System in Advanced Financial Accounting

Yuen¹

2018

UCER-B

View full text Add to dashboard Cite

The introduction of uReply, a student response system (SRS), in the advanced financial accounting course for accounting and finance students at a university in Hong Kong provided an opportunity to measure the student perception of using SRS. The study was conducted over the advanced financial accounting classes, with 120 students participated in the use of SRS. Forty students completed surveys two months after the completion of the semester. The result of the questionnaire shows that students' perception of using SRS is positive in advanced financial accounting classes.With the use of SRS, participation in classes is made easier by connecting each participant to the instructor. The instructor can post a question to the students and ask the students to answer, and the students' responses are Kam Por Yuen, DBA, senior teaching fellow,

show abstract

Section: Research Backgroundmentioning

confidence: 99%

Section: Research Backgroundmentioning

confidence: 99%

Students’ Perception of Using Student Response System in Advanced Financial Accounting

Yuen¹

2018

UCER-B

View full text Add to dashboard Cite

show abstract

“…The review of literature on the use of clickers in the various streams of business and management revealed that only 33 articles have been published in this area to date. These articles comprise 14 from business (e.g., Blasco-Arcas et al, 2013;Heaslip et al, 2014;Thoms and Williams, 2010), eight from accounting (e.g., Carnaghan et al, 2011;Chui et al, 2013;Dunnett et al, 2011), six from management (e.g., Han and Finkelstein, 2013;Kullven and Westin, 2012), four from marketing (e.g., Hedgcock and Rouwenhorst, 2014;Sprague and Dahl, 2010), two from management information systems (MIS) (i.e., Bain and Przybyla, 2009;Hoanca, 2009), and one from finance (i.e., Snavely and Chan, 2008) (see Table 1). Moreover, two articles (i.e., Humphries and Whelan, 2009;Robinsson, 2007) were used in cross-discipline streams of business and management.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, Humphries and Whelan (2009) used both business and accounting streams whereas Robinsson (2007) used accounting and marketing streams. Koppel and Berenson (2008), Matestic and Adams (2008), Stagg and Lane (2010), Thoms and Williams (2010) Accounting (8) Carnaghan and Webb (2007), Carnaghan et al (2011), Chui et al (2013), Dunnett et al (2011), Humphries and Whelan (2009), Marshall and Varnon (2012), Mula andKavanagh (2009), Robinsson (2007) Management (6) Han and Finkelstein (2013), Kullven and Westin (2012), Lojo (2009), Nelson and Hauck (2008), Robinsson (2007), Slauson (2011) Marketing (4) Hedgcock and Rouwenhorst (2014), Lincoln (2007), Robinson and Ritzko (2006), Sprague and Dahl (2010) Management Information Systems (2) Bain andPrzybyla (2009), Hoanca (2009) Finance (1) Snavely and Chan (2008) To undertake the critical review of literature, we divided the studies primarily based on their possible themes into 17 various categories (see Table 2). The analysis indicates that engagement is the most explored aspect of clickers in the educational settings followed by performance, learning, participation, feedback, satisfaction, attitude, anonymity, attendance, motivation, fun to use or enjoyability, interactivity, assessment, understanding, effectiveness, and attention as some other frequently used themes.…”

Section: Literature Reviewmentioning

confidence: 99%

A review of literature on the use of clickers in the business and management discipline

Rana

Dwivedi

Alkhowaiter

2016

The International Journal of Management Education

View full text Add to dashboard Cite

Classroom response systems (clickers), in their various forms, are widely used across disciplines, demonstrating effectiveness across a range of different educational settings. However, only a few literature reviews on this technology have been undertaken in general, and no review has yet been performed on this topic in the business and management context. Realising the existing research gap, this article reviews 33 clicker-related studies from the business and management discipline that are largely focused on student perceptions and outcomes. The purpose of this paper is to provide a critical and balanced review of articles from the business and management discipline on various themes such as learner's engagement, performance, learning, participation, satisfaction, feedback, attendance, enjoyability, motivation, and interactivity, to name a few. The review also provides a brief account of lessons learned from the literature published in other disciplines and recommendations provided by studies from the business and management discipline.

show abstract

“…Clickers integrate a “game approach” (Martyn, ) into traditional lecture classes by incorporating different game elements such as goals, rules, competitions, timing, reward structures (eg, points) or feedback (Kapp, ). Using the motivational pull of games, clickers can engage learners (Blasco‐Arcas et al ., ), and increase students' motivation and satisfaction (Buil et al ., ), while facilitating participation in class (Carnaghan, Edmonds, Lechner, & Olds, ).…”

Section: Introductionmentioning

confidence: 99%

The influence of flow on learning outcomes: An empirical study on the use of clickers

Buil¹,

Catalán²,

Martínez³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

Flow is a state of total absorption and concentration in an activity that is desirable for students, as it enhances the learning experience. Due to the importance of flow for learning, this research investigates the influence of three flow preconditions-namely balance of skill and challenge, feedback and goal clarity-on students' flow, operationalized as heightened concentration, sense of control and autotelic experience, while using clickers-a type of polling device. The study also explores the impact of concentration, sense of control and autotelic experience on students' perceived learning and satisfaction. Based on a survey of 204 undergraduate students who use clickers in the classroom, the findings show that balance of skill and challenge has a positive influence on students' concentration, sense of control and autotelic experience. Both feedback provided by clickers and goal clarity have a positive influence on concentration and sense of control, but do not influence the autotelic experience. Findings also corroborate the positive impact of concentration and sense of control experienced by students on perceived learning. Finally, autotelic experience predicts both perceived learning and satisfaction.Clickers-one of the most popular types of polling devices-are small, portable devices that look similar to a television remote control (Blasco-Arcas, Buil, Hern andez-Ortega, & Ses e, 2013) and that transmit and record students' responses to questions presented in the classroom. Besides the simplest way of using clickers to ask students to respond to questions individually, clickers can

show abstract

Using student response systems in the accounting classroom: Strengths, strategies and limitations

Cited by 60 publications

References 26 publications

Students’ Perception of Using Student Response System in Advanced Financial Accounting

Students’ Perception of Using Student Response System in Advanced Financial Accounting

A review of literature on the use of clickers in the business and management discipline

The influence of flow on learning outcomes: An empirical study on the use of clickers

Contact Info

Product

Resources

About