The Use of Interactive Student Response Software in an Introductory International Relations Course

Autor/in	Ivanov, Ivan Dinev
Titel	The Use of Interactive Student Response Software in an Introductory International Relations Course
Quelle	In: Journal of Political Science Education, 17 (2021), S.421-439 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1694533
Schlagwörter	Audience Response Systems; Interaction; Introductory Courses; International Relations; Handheld Devices; Academic Failure; Academic Achievement + Suchen Sie Ihr Suchwort? Interaktion; Einführungskurs; Internationale Beziehungen; Schulleistung
Abstract	Can web-based interactive student response systems (SRSs) improve student performance in large introductory international relations courses? Does switching from first-generation clicker-based SRSs to second-generation web-based SRSs impact student learning? To answer these questions, we draw data from multiple offerings of Introduction to International Relations between 2012 and 2018; some used no interactive software, others used first-generation clicker-based SRSs, and yet others used a second-generation web-based SRSs. Our model includes control variables such as the availability of supplemental instruction, student's gender, class rank, and major. This article argues in favor of using web-based interactive platforms in large political science classes administered via portable electronic devices (laptops, tablets, and cell phones) as their positive impact outweighs possible distraction associated with availability of electronic devices in these classes. Our analysis finds that second-generation web-based SRSs are a consistent predictor for improved student performance in large introductory political science offerings. Nonetheless, the study suggests tampered optimism about the role that this type of SRSs can have on critical thinking and analytical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01