June 23, 2013
June 23, 2013
June 26, 2013
23.1364.1 - 23.1364.15
Instructor and student perceptions of a web-based audience response systemInstructors seeking to improve engagement in lectures turn to a variety of approaches includinginvolving both collaborative activities and technology. Audience response systems (ARS) havebeen widely used and their impact on engagement and learning has been presented widely.Handheld dedicated transmitters, often known as clickers, are the most commonly used ARStechnology due to their simplicity and early development. Examples include TurningPoint andiClicker. These systems present limitations to the instructor, including inability or difficulty inallowing students to provide text responses, and to initiate discussion.Clickers have been used for several years in several required courses in the first-yearundergraduate engineering program at a medium-sized Canadian university. This year first-yearstudents are using two systems in different courses: two courses are using handheld clickers thatallow multiple choice and true/false responses, and one is piloting a web-based response system.that allows students to use their laptops, tablets, smartphones, and SMS to interact with theinstructor. The system relies on WiFi and/or cellular networks.The paper will present an instructor’s perspective on using a web-based response systemcompared to a dedicated clicker system, including interaction with students, perceived impact onstudent participation in class, and ability to facility feedback to and from students. Studentsperceptions comparing the two systems will be reported by criteria including ease of use,usability, and value some functionality provided by web-based systems including open-textresponse, ability to initiate questions, and flag concerns about speed or difficulty with concepts.
Frank, B. M. (2013, June), Web-based audience response system for quality feedback in first year engineering Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22749
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