ERIC Number: EJ1091489
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 67
I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile Learners' Introductory American Government Experience
Ulbig, Stacy G.
Journal of Political Science Education, v12 n1 p41-57 2016
Do individual-level student learning styles affect appreciation for and benefit from the use of classroom response system technology? This research investigates the benefit of in-class electronic classroom response systems ("classroom clickers"). With these systems, students answer questions posed to them in a PowerPoint presentation through the use of handheld remote control devices. Aggregate results can be immediately displayed and discussed. Although this technology is rapidly gaining use in university classrooms across the nation, most of the published academic research on the use of classroom response systems focuses on the "nuts and bolts" of using the system or on ways that such systems might be useful in particular types of classes. Little research assesses the ways in which individual-level student characteristics might influence the utility of this technology. I utilize original survey data collected from four introductory American Government courses (Fall 2009 and Fall 2010) to investigate whether students exhibiting a preference for tactile learning value the use of the classroom response system more than less tactile learners. Findings confirm the expectation that tactile learners will appreciate using the system more and consequently have improved evaluations of the class and instructor.
Descriptors: Audience Response Systems, Handheld Devices, Technology Uses in Education, Cognitive Style, Teaching Methods, Educational Technology, Student Surveys, Student Attitudes, Tactual Perception, Student Characteristics, College Students, Coding, Feedback (Response), Student Evaluation of Teacher Performance, Control Groups, Experimental Groups, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas