Why use Clickers?Protected
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Why Use Clickers?Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:
In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect. Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit: First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses. References: Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. http://net.educause.edu/ir/library/pdf/ERB0403.pdf> Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom. Tenth Americas Conference on Information Systems. New York, 2004. Johnson, C. "Clickers in your classroom." Wakonse-Arizona E-Newsletter. Vol. 3. Fall 2004. 1. Clte.asu.edu. Arizona State University. 24 Jan. 2007 <http://clte.asu.edu> |
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