Search results

This chapter provides guidance on the types of questions appropriate for use with clickers in an introductory financial accounting course. This study further examines whether the use of clickers improved learning outcomes as measured by the students’ test scores. Our findings show that students had a positive experience with using clickers. We find that test scores were higher in the semester when we used clickers compared with the semester when we did not use clickers. Clicker scores also were positively associated with students’ test scores. Clickers may serve as a useful educational tool to assess assurance of learning of introductory financial accounting. The instructor receives immediate feedback regarding students’ understanding of the materials, and the students also receive feedback about whether their understanding is correct. Both the instructor and students can then work on reviewing materials that the class does not understand well.

The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.

Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using statistical package for the social sciences was performed to analyse the data.

The results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2 per cent in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance.

First, the sample only provides the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.

This is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting.

This paper seeks to examine attitudes toward the use of clickers, as well as practicalities and pedagogical considerations that inform them. Drawing on interviews from a variety of viewpoints at one institution of higher education, this paper aims to situate a librarian perspective among those of teaching faculty, administration, and students.

This paper is a case study of a single institution of higher education in which the experiences of teaching faculty, an administrator, and a library faculty member are gathered using semi‐structured interviews. Student opinions are obtained through the use of a focus‐group interview.

This paper provides attitudes and experiences of nursing teaching faculty who use clickers in their instruction, an administrator who purchased clickers for his department, and a library faculty member who uses clickers in bibliographic instruction, as well as those of nursing students who used the technology in class.

Because of the nature of the research method employed, reported results may not be universally generalizable.

This paper may help inform the choices of those deciding to use clickers in their instruction.

This paper fulfills an identified need to analyze reactions to clicker use in instruction among students, instructors, and other program participants, including librarians.

The purpose of this study is to provide an initial assessment of an Audience Response System (clicker technology) for library instruction as experienced at Texas A&M University Libraries.

Clickers were tested in three different types of instructional sessions with unique class objectives and different student populations. The study provides an overview of the technology, followed by a report on some of the benefits and challenges the authors encountered in the classroom.

Clickers are fairly easy to use, and provide a fun way to quickly turn traditional classroom lectures into interactive learning experiences.

This paper provides concrete applications for how to access student knowledge and implement active learning techniques in the classroom.

This paper demonstrates an innovative way librarians can improve library instruction in order to meet information literacy standards and other educational challenges.

Using a navigational metaphor, this chapter introduces readers to the sometimes stormy seas of implementing new learning technologies into a course, especially those that have pre-existing design flaws (lack of rigor, accountability, content and time constraints, etc.). In addition to presenting what we feel are some best practices in using iOS devices, we analyze nearly 600 students’ reactions to these devices related to how they were used in a 100 level survey style course. For every student who told us that they were “awesome” or helped them “learn and discover new things through [the] course,” there were multiple students who felt that “they are damaging [the] learning experience because they are distracting.” The central argument of this chapter is that without engaging in a dialectic course (re)design process that puts the affordances of the learning technology in conversation with classic principles of instructional design, the utility of adding iOS devices will be limited at best and distracting at worst. The instructors in the course described here did use the devices in a variety of ways and many students were satisfied with the learning experience. However, for others, the combination of the course being too easy and too forgiving along with putting the Internet into students’ hands was a recipe for incivility and off-task uses of technology.

The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging with curriculum, specifically with leadership concepts. One method of engaging students is through the use of mobile-based polling, as an audience response system (ARS). Although most studies on the use of ARS in educational settings include traditional response system methods (e.g., clickers), emerging technologies have fueled interest in mobile-based polling. The purpose of this study was to examine the effects that mobile-based polling has among students of leadership when used as an audience response system. A survey regarding perceptions of mobile-based polling was administered to students enrolled in undergraduate leadership courses with the purpose of understanding its importance on various aspects of student engagement. Results regarding their polling experiences indicated that students became highly engaged on three levels— behaviorally, emotionally, and cognitively. Additionally, survey responses suggested that students viewed mobile-based polling as viable for purposes outside of the classroom. Suggestions for using mobile-based polling for learning leadership concepts are also presented. The authors of this study not only present mobile-based polling as an emerging technology with advantages over traditional clickers, but as a pedagogical approach for increasing student engagement and as a tool for enhancing leadership skills.

Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively varies. The paper aims to discuss these issues.

In this experimental study, the authors focused on three conditions of an introductory statistics course: individual problem solving, peer instruction, and peer instruction with hints.

The authors have found students in peer instruction with hints class did not only outperform in the final exam, but also achieved the highest frequency of successful conceptual changes in comparison with their counterparts in the other two classes.

Providing instructional hints to improve the effectiveness of peer instruction may shed light on classroom instruction in higher education.

As for international business education, this was a unique exploration to capture students' conceptual changes using clickers. The authors believed this research paper will help the education practitioners to know their business students better.

In this chapter, we introduce a new technology for facilitating and measuring learner engagement. The system creates a learning experience for students based on frequent feedback, which is critical to learning. We open by problematizing traditional approaches to learner engagement that do not maximize the potential of feedback and offer a research-based solution in a new classroom response system (CRS) two of the authors developed at Harvard University – Learning Catalytics. The chapter includes an overview of cognitive science principles linked to student learning and how those principles are tied to Learning Catalytics. We then provide an overview of the limitations of existing CRSs and describe how Learning Catalytics addresses those limitations. Finally, we describe how we used Learning Catalytics to facilitate and measure learner engagement in novel ways, through a pilot implementation in an undergraduate physics classroom at Harvard University. This pilot was guided by two questions: How can we use Learning Catalytics to help students engage with subject matter in ways that will help them learn? And how can we measure student engagement in new ways using the analytics built into the system? The objective of this chapter is to introduce Learning Catalytics as a new instructional tool and respond to these questions.

The focus of this chapter is the role of technology in diverse students’ active learning and interconnectedness in inclusive classrooms. The discussion is guided by the inclusive pedagogical approach in action (IPAA) framework, which is used as a tool for planning teaching and critical reflection. Inclusive education has previously considered the role of technology through the lens of Universal Design for Learning to inform how teachers plan instruction for students’ maximal accessibility, participation and engagement. We use the IPAA framework to build on and extend this by challenging teachers to also consider and incorporate technologies in innovative ways for students to collaborate with each other and build classroom relationships, as well as engaging with the curriculum on their own terms to make learning more meaningful.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.