scholarly journals Using audience response systems to enhance student engagement and learning in information literacy teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 28 ◽  
Author(s):  
Paula Funnell
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Information Literacy ◽  
Controlled Study ◽  
Learning Approach ◽  
Audience Response ◽  
Audience Response Systems ◽  
Online Tools ◽  
Response Systems

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

scholarly journals ‘Debating’ the Merits of Clickers in an Academic Library

2008 ◽  
Vol 66 (1) ◽  
pp. 20
Author(s):  
Rosalind Tedford ◽  
Bobbie Collins
Keyword(s):  
Active Learning ◽  
Academic Library ◽  
Literacy Skills ◽  
High Tech ◽  
Audience Response ◽  
Audience Response Systems ◽  
Student Centered ◽  
Classroom Response Systems ◽  
Learning And Teaching ◽  
Response Systems

Technological innovations offer an opportunity for librarians to investigate and evaluate the most promising educational tools that will support and “enhance teaching methods and meet the demand for student-centered, active learning classroom strategies.”¹ Librarians are constantly searching for new pedagogical approaches to incorporate into their classroom presentations. With the push to make library instruction more interactive and to include active learning activities that motivate the student audience, librarians are developing creative programs to teach information literacy skills.² As part of this process, librarians are also identifying new tech devices such as audience response systems which may have pedagogic potential for learning and teaching. Audience response systems, or clickers, are gaining popularity on many college campuses as a tool to gauge students’ understanding of the material being presented during a lecture-type session. In an article describing new high-tech products, Gary Roberts predicted that screencasting software and classroom response systems “will eventually become essential tools for dynamic educators.”³

scholarly journals Contingent teaching through low-tech audience response systems

2019 ◽  
Vol 13 (2) ◽  
pp. 235
Author(s):  
M. Sara Lowe ◽  
Katharine V. Macy ◽  
Sean M. Stone
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Audience Response System ◽  
Audience Response ◽  
Audience Response Systems ◽  
Response System ◽  
Technology Students ◽  
Computer Classroom ◽  
Response Systems ◽  
Gathering Data

For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.

A Survey of Effective Technologies to Assess Student Learning

2011 ◽  
pp. 47-64
Author(s):  
Suzanne Pieper ◽  
Erika Edwards ◽  
Brandon Haist ◽  
Walter Nolan
Keyword(s):  
Student Learning ◽  
Review Literature ◽  
Electronic Portfolios ◽  
Course Management Systems ◽  
Audience Response ◽  
Learning And Development ◽  
Audience Response Systems ◽  
Student Background ◽  
Technology Tools ◽  
Response Systems

The purpose of this chapter is to review literature over the past ten years regarding technology tools that are being used in higher education to assess student learning. Three commonly used technology tools are examined: electronic portfolios, course management systems, and audience response systems. More specifically, each tool was studied in order to determine how it improved student learning and development, what issues might impede student learning and development, and what future directions we could explore in order to maximize the potential of the learning tool. Broad themes were then identified from the review, and three suggestions were made to teachers and researchers: (1) expand current research in this area, (2) get to know student background and characteristics before incorporating assessment technology tools, and (3) reconsider pedagogy and practice when integrating technology used for assessment.

scholarly journals Using Classroom Response Technology To Create An Active Learning Environment In Marketing Classes

2012 ◽  
Vol 5 (2) ◽  
pp. 213-218 ◽  
Author(s):  
James A. Muncy ◽  
Jacqueline K. Eastman
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Audience Response ◽  
Audience Response Systems ◽  
Large Classes ◽  
Classroom Response Systems ◽  
Sequential Elimination ◽  
Response Systems ◽  
Classroom Response ◽  
Student Audience

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes.

Sign in / Sign up

Export Citation Format

Share Document