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Updated: Feb 10, 2026
08:23
The Bionic Clicker Mark I & II
Published on: August 14, 2017
16.8K
A Mixed-Methods Investigation of Clicker Implementation Styles in STEM
Erin D Solomon1, Michelle D Repice2, Jacinta M Mutambuki3
1Center for Integrative Research on Cognition, Learning, and Education.
CBE Life Sciences Education
|May 23, 2018
Summary
Faculty use clicker-based active learning differently in STEM courses. Implementation styles vary based on faculty goals for student engagement and concept teaching, despite similar activity procedures.
Area of Science:
- STEM Education
- Higher Education Pedagogy
Background:
- Clicker-based active learning is prevalent in large STEM lecture courses.
- Understanding implementation variations is crucial for effective pedagogy.
Purpose of the Study:
- To describe faculty procedures for implementing clicker-based active learning.
- To categorize faculty implementation styles and understand the rationale behind them.
Main Methods:
- Mixed-methods approach combining quantitative observation and qualitative interviews.
- Faculty categorized into four implementation styles based on observed practices.
Main Results:
- Faculty employed similar procedures for clicker activities.
- Significant differences emerged in how faculty integrated clicker activities into course structure.
- Variations were linked to faculty's pedagogical goals for engagement and concept delivery.
Conclusions:
- Faculty adoption of clicker-based active learning is diverse.
- Alignment between pedagogical goals and implementation strategies is key.
- Further research needed to bridge the gap between theoretical active learning and practical classroom application.
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