Interactive Learning in the Classroom: Is Student Response Method Related to Performance?

Autor/inn/en	Elicker, Joelle D.; McConnell, Nicole L.
Titel	Interactive Learning in the Classroom: Is Student Response Method Related to Performance?
Quelle	In: Teaching of Psychology, 38 (2011) 3, S.147-150 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628311411789
Schlagwörter	Student Reaction; Program Effectiveness; Educational Technology; Psychology; Experiential Learning; Models; Introductory Courses; Multiple Choice Tests; Feedback (Response); Teaching Methods; Student Attitudes; Manipulative Materials; Adults; Statistical Analysis + Suchen Sie Ihr Suchwort? Schülerkritik; Unterrichtsmedien; Psychologie; Experiental learning; Erfahrungsorientiertes Lernen; Analogiemodell; Einführungskurs; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Hilfsmittel; Statistische Analyse
Abstract	This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand raising. All students had positive reactions to the use of concept questions, but students using the technology-based system had the most positive reactions. However, type of response method was not related to exam performance. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10