Student Response Systems and Learning: Perceptions of the Student.
Jeryl D Benson1, Kimberly A Szucs1, Meredith Taylor1
1a Occupational Therapy Department , Duquesne University , Pittsburgh , PA , USA.
Occupational Therapy in Health Care
|September 15, 2016
Summary
Graduate students positively perceived student response systems (SRS), recommending their continued use for immediate feedback and content review. Technology issues were the only noted drawback, with instructors also noting enhanced classroom interaction.
Area of Science:
- Educational Technology
- Pedagogical Strategies
- Higher Education Learning
Background:
- Student response systems (SRS) are increasingly utilized as pedagogical tools in higher education.
- Assessing student perception is crucial for understanding the effectiveness of new teaching strategies.
- Graduate-level intervention courses provide a context for evaluating advanced learning tools.
Purpose of the Study:
- To evaluate graduate students' perceptions of learning and the utilization of student response systems (SRS).
- To identify the benefits and drawbacks of SRS as a teaching and learning strategy from the student perspective.
- To gather recommendations for integrating SRS effectively into graduate-level instruction.
Main Methods:
- A survey methodology was employed to collect data from graduate students.
- The survey was administered post-completion of two graduate intervention courses.
- Fifty-nine graduate students participated in the perception survey.
Main Results:
- A predominantly positive student response to the use of SRS in the classroom was observed.
- 100% of students recommended the continued use of SRS (clickers) for pedagogical benefits.
- Key benefits included immediate feedback, content manipulation/revisitation, and in-class understanding checks.
Conclusions:
- Students strongly advocate for the continued use of SRS to enhance content acquisition and exam preparation.
- Technological difficulties were identified as the sole negative aspect of SRS implementation.
- Instructors perceived SRS as a valuable tool for increasing student-instructor interaction in the classroom.
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