article

Students' perceptions of clickers as an instructional tool to promote active learning

Authors:

Jared KeengweAuthors Info & Claims

Education and Information Technologies, Volume 18, Issue 1

Pages 15 - 28

https://doi.org/10.1007/s10639-011-9173-9

Published: 01 March 2013 Publication History

Abstract

The purpose of this study was to evaluate students' perceptions of clickers as an instructional tool to promote active learning in a Physical Geography undergraduate class. A convenience sample of 24 undergraduate students registered in a physical geography course was assigned clickers to answer chapter quizzes in class for 15 weeks during the semester. Data from student interviews, student surveys, and exam grades were used to analyze the findings. Overall, students were satisfied and gave high approval ratings for the use of clickers, particularly for enhancing their participation and engagement in class lectures. The study findings show that clickers promote student engagement in the teaching and learning process. However, students did not find clickers to be a motivating factor to study more for the course. The implications for the use of clickers as instructional tools to improve active teaching and learning in technology-rich classrooms are also discussed.

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Cited By

Strickroth SMonga MLonati VBarendsen ESheard JPaterson J(2024)Scalable Feedback for Student Live Coding in Large Courses Using Automatic Error GroupingProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653620(499-505)Online publication date: 3-Jul-2024
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Yalman MBasaran B(2021)Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessonsEducation and Information Technologies10.1007/s10639-020-10292-326:2(1435-1453)Online publication date: 1-Mar-2021
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Quadir BChen NZhang J(2018)Learner Satisfaction toward using IRS in Synchronous Sessions of an Online CourseProceedings of the 4th International Conference on Frontiers of Educational Technologies10.1145/3233347.3233354(10-15)Online publication date: 25-Jun-2018
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cover image Education and Information Technologies

Education and Information Technologies Volume 18, Issue 1

March 2013

125 pages

ISSN:1360-2357

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Copyright © Copyright © 2013 Springer Science+Business Media New York.

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Kluwer Academic Publishers

United States

Publication History

Published: 01 March 2013

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Cited By

Strickroth SMonga MLonati VBarendsen ESheard JPaterson J(2024)Scalable Feedback for Student Live Coding in Large Courses Using Automatic Error GroupingProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653620(499-505)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653620
Yalman MBasaran B(2021)Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessonsEducation and Information Technologies10.1007/s10639-020-10292-326:2(1435-1453)Online publication date: 1-Mar-2021
https://dl.acm.org/doi/10.1007/s10639-020-10292-3
Quadir BChen NZhang J(2018)Learner Satisfaction toward using IRS in Synchronous Sessions of an Online CourseProceedings of the 4th International Conference on Frontiers of Educational Technologies10.1145/3233347.3233354(10-15)Online publication date: 25-Jun-2018
https://dl.acm.org/doi/10.1145/3233347.3233354
Ludvigsen KKrumsvik RFurnes B(2018)Creating formative feedback spaces in large lecturesComputers & Education10.1016/j.compedu.2015.04.00288:C(48-63)Online publication date: 30-Dec-2018
https://dl.acm.org/doi/10.1016/j.compedu.2015.04.002
Egelandsdal KKrumsvik R(2017)Clickers and formative feedback at university lecturesEducation and Information Technologies10.1007/s10639-015-9437-x22:1(55-74)Online publication date: 1-Jan-2017
https://dl.acm.org/doi/10.1007/s10639-015-9437-x

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