scholarly journals The Effects Of Student Response Systems On Performance And Satisfaction: An Investigation In A Tax Accounting Class

2007 ◽  
Vol 4 (12) ◽  
Author(s):  
Richard G. Cummings ◽  
Maxwell Hsu
Keyword(s):  
Student Performance ◽  
Learning Outcome ◽  
Student Response ◽  
Accounting Students ◽  
Student Response Systems ◽  
Pedagogical Tool ◽  
Perceived Satisfaction ◽  
Response Systems ◽  
Tax Accounting

Does the use of student response systems (clickers) in the classroom increase student performance on exams?  Do students perceive a benefit to using clickers in the classroom?  This study investigates the effect of student response systems on accounting students’ learning outcome and perceived satisfaction.  Results show that, though the use of clickers may not always help students do better on exams, clickers are a useful pedagogical tool that can help students pay attention in class and be more involved in a learning friendly environment.

Student Response System Technology in Accounting Information Systems Courses

2011 ◽  
Vol 6 (1) ◽  
pp. 32-58 ◽  
Author(s):  
Richard Newmark ◽  
Lloyd “Pat” Seaton ◽  
Matthew Stallings
Keyword(s):  
Information Systems ◽  
Student Satisfaction ◽  
Accounting Information ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Accounting Information Systems ◽  
Perceived Satisfaction ◽  
Response Systems ◽  
Class Interaction

ABSTRACT Student Response Systems (SRSs), also known as clickers, are posited to increase class participation and enhance active learning. In this study, we evaluate perceived effectiveness and student satisfaction with SRSs in Accounting Information Systems classes over several semesters. We also provide additional analyses to determine how SRSs are used in the classroom and which student characteristics and aspects of the classroom experience appear to be related to perceived satisfaction. We find three factors that explain 58% of the variation in SRS satisfaction. These are learning, environment, and class interaction. Two of these factors (learning and environment) are affected by variation in the way the system is used (participation mode vs. quiz mode), and all three are affected by the gender of the student. We find that gender is not directly related to overall satisfaction. In addition, we propose a model for SRS satisfaction based on our exploratory results.

scholarly journals Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

2008 ◽  
Vol 7 (1) ◽  
pp. 146-154 ◽  
Author(s):  
Kirsten Crossgrove ◽  
Kristen L. Curran
Keyword(s):  
Student Performance ◽  
Student Response ◽  
Student Response Systems ◽  
Student Opinion ◽  
Covering Material ◽  
Course Material ◽  
Response Systems ◽  
Long Term Retention ◽  
Enhance Student Learning

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

Designing an Interactive and Engaging Module Sites Using the RASA Model

2018 ◽  
pp. 65-88 ◽  
Author(s):  
Wong Yau Hsiung
Keyword(s):  
Student Performance ◽  
Asynchronous Communication ◽  
Discussion Board ◽  
Learning System ◽  
Student Response ◽  
Assessment Tools ◽  
Student Response Systems ◽  
Communication Tools ◽  
E Learning ◽  
Response Systems

In Taylor's University, Taylor's integrated Moodle e-learning system (TIMeS) is the learning management system (LMS) that instructors use to deliver and manage module site. The purpose of this chapter is to summarize the R.A.S.A. (resources, activities, supports, and assessments) model, an innovative technique used in designing module site which led to improved student achievement. The resources are visually engaging and interactive. They are followed by both facilitated and self-paced activities, which enable students to learn at anytime and anywhere. The simulation and scenario-based activities engages the student's intellect and imagination, while the game-based activities create a fun and motivating experience to the student. These activities are supported by synchronous and asynchronous communication tools. Students can use forum, discussion board to collaborate, and social apps to comment and exchange ideas. Assessment tools such as quiz, assignment, and student response systems are used to gather real-time feedback on student performance.

scholarly journals Student Response Systems: a rationale for their use and a comparison of some cloud based tools

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Compton ◽  
Jason Allen
Keyword(s):  
Student Response ◽  
Student Response Systems ◽  
Score Analysis ◽  
Response Systems ◽  
Analysis System

Student Response Systems (SRS) take many forms but we argue that there are compelling reasons to use some form of SRS in lectures and seminars at some points in the year, irrespective of subject taught and setting. Deciding which tool to use can be a challenge which is why we have selected a range of cloud based SRS types with varying functions and levels of difficulty and offer reviews of each here using the 'SCORE' analysis system enabling the reader to compare the perspectives of experienced users of each tool before trialling one or more of them. The tools we review here are:  Todaysmeet, Slido, Polleverywhere, Mentimeter, Socrative, Kahoot and Zeetings.** Note from Authors 17th May 2018: Since publication we have received notice that Todaysmeet will cease operating in June 2018

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

Attitudes Toward the Use of Student Response Systems Survey

2013 ◽  
Author(s):  
Terri Friedline ◽  
Aaron R. Mann ◽  
Alice Lieberman
Keyword(s):  
Student Response ◽  
Student Response Systems ◽  
Response Systems

Student Response Systems for Active Learning

2011 ◽  
pp. 803-807
Author(s):  
Lisa Byrnes ◽  
Stephanie J. Etter
Keyword(s):  
Active Learning ◽  
Subject Matter Expert ◽  
Student Response ◽  
Cognitive Resources ◽  
Student Response Systems ◽  
Wrong Answer ◽  
Male And Female ◽  
Passive Learning ◽  
Learner Centered ◽  
Response Systems

The importance of a student’s involvement in learning is well documented and well known. It is easy to sum up research related to active learning by simply saying, “students who participate in the learning process learn more than those who do not” (Weaver & Qi, 2005, p. 570). Active learning seeks to create a learner-centered environment and engage students as active participants in their education. The opposite of this is passive learning, which is thought of as the traditional way of teaching where the professor is a subject matter expert whose role is to convey the knowledge to an audience of students (Barr & Tagg, 1995). While the success of active learning is well documented, some instructors may find it difficult to fully engage students as active learners in the classroom. Active learning requires student participation, which is easier for some students than it is for others. Larkin and Pines (2003) found theF common practice of calling on students to promote active learning in the classroom resulted in a “clear and unmistakable pattern of avoidance behavior as reported by both male and female students” because many students seek ways to avoid the psychologically unpleasant situation of providing the wrong answer and looking foolish. Larkin and Pines (2003) argue that if a student’s emotional and cognitive resources become directed towards avoiding the immediate threat of being called on, then arguably the practice of calling on students may reduce active learning, which was the intended goal of calling on the student in the first place. Fortunately, educational technologies are able to assist in this challenge.

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