Clickers beyond the First-Year Science Classroom ARTICLE
Journal of College Science Teaching Volume 40, Number 2, ISSN 0047-231X
This case study's primary objective is to describe the implementation of the electronic response system (clickers) in a small (N = 25) second-year physics course at a large public university and to draw attention of the science faculty who teach upper-level science courses to the potential benefits of this pedagogy. This pilot study discusses the impact of the clicker-enhanced pedagogy on students' cognitive and affective outcomes and their attitudes toward using clickers. The authors also outline challenges faced by the students and the instructors on the way of successful clicker implementation beyond the first year and suggest a few possible ways of addressing them. (Contains 1 table and 2 figures.)
Milner-Bolotin, M., Antimirova, T. & Petrov, A. (2010). Clickers beyond the First-Year Science Classroom. Journal of College Science Teaching, 40(2), 14-18. Retrieved November 21, 2018 from https://www.learntechlib.org/p/54004/.
Involving Faculty digital reluctants in a blended learning approach – Facebook, Blackboard and clickers
Simone Smala, Chris Campbell & Sue Monk, The University of Queensland, Australia
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1419–1427
How Do We Get Students Talking in First Year Courses? Engaging Students Using Learner Response Systems
Chris Campbell & Sue Monk, The University of Queensland, Australia
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3541–3546
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