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Clickers in the large classroom: current research and best-practice tips
1Department of Biology, West Virginia University, Morgantown, WV 26506, USA. jane.caldwell@mail.wvu.edu
CBE Life Sciences Education
|March 7, 2007
Summary
Audience response systems (ARS), or clickers, enhance large classroom engagement and can positively impact student performance. Guidelines are provided for effective implementation and question writing to maximize benefits.
Area of Science:
- Educational Technology
- Classroom Management
Background:
- Audience Response Systems (ARS), commonly known as clickers, are widely used in education.
- These systems are employed across various disciplines and educational levels.
Purpose of the Study:
- To discuss the basic elements and goals of ARS questions.
- To provide methods for managing lecture time when using ARS.
- To offer guidelines for effective ARS implementation.
Main Methods:
- Review of existing literature on ARS usage.
- Analysis of typical goals and applications of ARS questions.
- Culling best-practice tips from experienced users and literature.
Main Results:
- ARS can have a benign or positive effect on student exam performance.
- Clicker use generally creates a more positive and active classroom atmosphere.
- ARS are valuable for introducing and monitoring peer learning.
Conclusions:
- Effective implementation of ARS requires well-written questions and adherence to best practices.
- ARS serve as a valuable tool for engaging students in large lecture settings.
- Guidelines and tips are offered for instructors to use ARS effectively.
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