Beatty, I. D., et. al.. (January 2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74(1), 31-39.
Beatty et al. posit that the benefits of clickers are highly dependent on the type of questions asked. Questions should be goal-oriented. "Question makeovers" are presented.
Dufresne, R.J., and W.J. Gerace. (October 2004).
Assessing-to-learn: Formative assessment in physics instruction. The Physics
Teacher, 42,
428-433.
A model of, examples of, and implementation suggestions for formative assessment are given. Focus is on introductory physics.
Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94. Retrieved January 7, 2009, from http://www.psy.gla.ac.uk/~steve/ilig/papers/draperbrown.pdf.
In this study, clickers were used university-wide, in a variety of group sizes and disciplines. Student perception of advantages remained stable, while disadvantages declined as professors became more experienced.
Gentry, D.B. (April 2007). Using audience response systems in FCS. Journal of Family and Consumer Sciences, 99(2): 42-44. Retrieved January 5, 2009, from Proquest Research Library.
Good overview. Gentry points out the advantage of anonymity clickers can have when discussing sensitive topics.
Hoffman, C. and S. Goodwin (2006). A clicker for your thoughts: technology for active learning. New Library World, 107(1228/1229), 422 - 433. Retrieved January 5, 2009, from Proquest Research Library.
Discusses how clickers were implemented in library instruction at Texas A&M. Explanation of clicker technology, and ties to active learning theories. Benefits and drawbacks summarized.
MacGeorge, E.L., et al. (2008). Student evaluation of audience response technology in large lecture classes. Education Technology Research and Development, 56, 125-145. Retrieved January 5, 2009, from Proquest Research Library.
A questionnaire was administered to 854 undergraduate students, with moderately positive responses. Study was conducted by faculty from a variety of subjects, and accounts for factors such as prior use, year, and ethnicity.
Meltzer, D.E., and K. Manivannan. (June 2002). Transforming the lecture hall environment: The fully interactive physics lecture. American Journal of Physics, 70(6), June 2002, 639-654.
This study applied active learning to a large physics lecture hall using Peer instruction. The authors concluded that more interactivity in large lectures was practical and beneficial.
Morling, B., et al. (2008). Efficacy of personal response systems ("clickers") in large, introductory psychology classes. Teaching of Psychology, 35(1): 40-50.
In a study of four introductory psychology sections (2 using clickers, 2 not), there was a small positive effect on attendance and scores, but no effect on student feelings of engagement.
Nelson, M.L. and R.V. Hauk. (Spring 2008). Clicking to learn: a case study of embedding radio-frequency based clickers in an introductory management information systems course. Journal of information systems education, 19(1): 55-64. Retrieved January 5, 2009, from Proquest Research Library.
Reports on student feedback relating to active learning, motivation, feedback, and attention span. Practical suggestions drawn from findings.
Roselli, R.J., and S.P. Brophy. (October 2006). Experience with formative assessment in engineering classrooms. Journal of Engineering Education, (95)4, 325-333.
The authors introduced a classroom communication system into their undergraduate classes. This system monitored students' understanding of the concepts so the instructor could better adjust the pace of the course.
Stowell, J.R. and J.M. Nelson. (2008). Benefits of electronic audience response systems on student participation, emotion, and learning. Teaching of Psychology, 34(4), 253-258. Retrieved January 5, 2009, from Academic Search Premier.
Finds that students were more likely to participate in review questions with clickers than with hand raising or response cards. Students also felt a more positive emotional response with clickers, and were more likely to respond honestly.
Trees, A.R. and M.H. Jackson. (March 2007). The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems. Learning, Media and Technology, 32(1): 21-40. Retrieved January 5, 2009, from Communication & Mass Media Complete.
Analyzes students' attitudes towards clickers relative to a number of factors: prior use, perception of lecture courses, and desire for participation. Finds that students who do not favor large lecture classes and who wish to be engaged are more positive about clickers.
Woelk, Klaus. (October 2008). Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses. Journal of Chemical Education, 85(10): 1400-1405.
Created a taxonomy of questions that can be asked with clickers ("I am," "I do," "I will").
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Created by Michaela Willi Hooper, Mary Ann Deline, and David Probst. Center for Scholarship, Teaching, Learning. Southeast Missouri State University. Updated 5/20/2009.