As technology getting advance more gadgets are manufacturing which makes interaction & learning much more easily as current research describes benefits of active learning approaches. Classroom Clickers or student response systems are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. Learning outcomes are higher when using clickers. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use:

Clickers provide a mechanism for students to participate anonymously. Clickers integrate a “game approach” that may engage students more than traditional class discussion. The study also investigated students’ perceptions of their learning using clickers versus classroom discussion.

Clickers gives Active Learning

The benefits of active learning are extensively admired in higher education. According to research modern students are mainly active learners and lecture courses may be increasingly out of touch with how students engage their world.

Clickers in the classroom are fairly new but they offer an approach to the use of active learning in the classroom. They are complementary formally referred to as student response systems (SRS), audience response systems (ARS), or personal response systems (PRS).

Student Clickers assist instructors to energetically connect with students throughout the complete class period measure their intensity of understanding to the material being presented and provide prompt feedback to student questions.

Student clicker help students actively engage in the learning process as develop a more solid, integrated useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

With clickers students express their views in complete anonymity and the collective view of the class appears on a public screen. Each input device is numbered however so the instructor can download responses for recordkeeping after the class session ends.

Although these Audience response systems are becoming popular and most research has targeted their affective benefits which include greater student engagement, increased student interest and delicate discussion and interactivity.

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