Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?
Erika Blood, Richard Neel, University of Washington, United States
Journal of Technology and Teacher Education Volume 16, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made. Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those weeks where the SRS was used. Additionally, at the end of the class, they reported high preference for the SRS use, believed it helped them in their learning, and recommended that other classes use a similar system. Implications for teaching and further research are discussed.
Blood, E. & Neel, R. (2008). Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?. Journal of Technology and Teacher Education, 16(3), 375-383. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2008 Society for Information Technology & Teacher Education
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