Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology

Autor/inn/en	Watling, Rosamond; Clarke, Richard; Rowell, Christopher
Titel	Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.36-38 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Audience Response Systems; Psychology; Educational Technology; Technology Uses in Education; Action Research; Higher Education + Suchen Sie Ihr Suchwort? Psychologie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Projektforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01