Personal Response Systems: An Institutional Phenomenon

By Karen Lightstone.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Remote responders have recently become a popular gadget for student use. Proponents argue that the benefits include increased class attendance; early feedback; the polling of students to facilitate discussions; identifying misconceptions and levels of understanding; and students who pay more attention and take a more active role in the classroom, to mention a few. What is missing from the literature is the impact on the teacher and the institutions. Most adopters have been individual instructors rather than instiutions. This paper provides a discussion about the use of responders from the students’, instructors’ and the institution’s viewpoint. The analysis stems from a review of current literature and first-hand experience from the principal applicant of a $20,000 grant that resulted in one university installing the hardware and software in 48 classrooms. A limited version of this paper was published in The Teaching Professor (March, 2006). The end result will be a 'best-practices' approach to this new technology.

Keywords: Remote Responders, Clickers, Classroom Technology, Technology and Education

The International Journal of Learning, Volume 13, Issue 12, pp.17-24. Article: Print (Spiral Bound). Article: Electronic (PDF File; 876.490KB).

Dr. Karen Lightstone

Assistant Professor, Department of Accounting, Saint Mary's University, Halifax, Nova scotia, Canada

Faculty member since 1999 in the department of accounting. Strong advocate of student response systems and Web Course Tools. Main interests are technology and education, risk management, accounting standards, disclosures by publicly traded companies and the use of cases in the classroom.

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