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ERIC Number: EJ816399
Record Type: Journal
Publication Date: 2008-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1059-0145
The C[superscript 3] Framework: Evaluating Classroom Response System Interactions in University Classrooms
Fies, Carmen; Marshall, Jill
Journal of Science Education and Technology, v17 n5 p483-499 Oct 2008
The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool's effects on teaching and learning. From these data emerged a framework of interaction (the C[superscript 3] Framework) that situates CRS use from both the instructors' and learners' perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C[superscript 3] Framework presented here applies across educational settings.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A