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ERIC Number: EJ1134341
Record Type: Journal
Publication Date: 2011-Jun
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2157-6254
EISSN: N/A
Can the Use of Clickers or Continuous Assessment Motivate Critical Thinking? A Case Study Based on Corporate Finance Students
Morales, Lucía
Higher Learning Research Communications, v1 n1 p33-42 Jun 2011
This study explores the use of clickers as a tool to support, encourage and motivate critical thinking in higher education students. A case study was carried out with a cohort of undergraduate students undertaking the BSc. in Accounting and Finance during the academic year 2009/10, where corporate finance was a major component. Since the students in this sample had previously demonstrated passivity during their corporate finance classes, it was proposed that clickers would help motivate them to participate during face-to-face sessions. Previous research on the use of clickers shows evidence that this tool has a positive effect on student participation and interaction in the classroom. The results of this study suggest that clickers can positively affect classroom dynamics; they help activate the learning experience and provide a more relaxed atmosphere, where students can interact with their teacher. However, little evidence was found to indicate that clickers are a good device to enhance critical thinking skills. In this context, strategies based on a problem-centered approach to learning appear to provide a better outcome.
Laureate Education, Inc. 650 South Exeter Street #12, Baltimore, MD 21202. Tel: 410-843-6100; e-mail: hlrceditor@laureate.net; Web site: http://www.hlrcjournal@laureate.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland (Dublin)
Grant or Contract Numbers: N/A