What are the effects of a student response system on student learning and attitudes over a range of courses?
Presenter: Stephen Addison
Lectures are known for putting students in a passive mode. The use of a student response system (a.k.a. “clickers”) is one way to increase the amount of active learning in large classes. S Addison will share the results of several research studies in which instructors explored ways to increase classroom interactivity through student response systems over the past year. S Addison will also discuss whether the increased use of student response systems in lectures has a positive influence on students’ performance on exam questions.
S Addison will report on the experience of instructors and students using an SRS in seven different courses through Winter 2007 and Fall 2007 at the University of Alberta. The effects on learning and attitude will be drawn from student survey and focus group data. S Addison will also share some early research on the effects on exam performances in an Introductory Biochemistry course.
While research shows that a student response system can be used to engage students more and increase attention and interest in lectures, the bottom line is effective teaching, not the technology. What is important is to identify the conditions for effective teaching with a student response system and to evaluate the sustainability of a student response system used in teaching.
Stephen Addison has a background in educational research and instructional design, with a keen interest in how people learn. He is responsible for coordinating the Teaching with Technology Initiative (TTI) at the University of Alberta which assists instructors in exploring instructional approaches that are enhanced through the use of technology, such as student response systems.