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ERIC Number: EJ1071773
Record Type: Journal
Publication Date: 2015-Sep
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1053-0819
Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System
Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori
Journal of Behavioral Education, v24 n3 p317-337 Sep 2015
Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate responding on similar questions on unit examinations over clicker questions without the small-group discussion component in two sections of an undergraduate organizational psychology course. The results of the study did not show any clear advantages of small-group discussion in terms of learning outcomes, though students and instructors alike reported enjoying the classroom response system and the discussion intervention. The implications of these findings with respect to previous research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A