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Engaging students in lectures through personal response systems (‘clickers’)

Engaging students in lectures through personal response systems (‘clickers’). Stephen Gomez, Karen Croker & Holger Andersson School of Life Sciences, UWE, Bristol, UK & Lund University, Sweden. Overview. Introduction to PRSs. Use by universities. Our use. Student evaluation.

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Engaging students in lectures through personal response systems (‘clickers’)

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  1. Engaging students in lectures through personal response systems (‘clickers’) Stephen Gomez, Karen Croker & Holger Andersson School of Life Sciences, UWE, Bristol, UK & Lund University, Sweden

  2. Overview Introduction to PRSs Use by universities Our use Student evaluation Demonstration

  3. Introduction Personal response systems • ‘Voting’ system • ‘Clickers’ • 1947 – first reported use in Holland • ‘Yes’ button, put by each lecture room seat First reported use Modern electronic systems Participant remote Presenter remote Software Receiver

  4. Place of ‘clickers’ in HE US universities • Mixed practices • Some universities require all students to purchase a handset • Other universities ‘loan’ out handsets through the library • Students expected to have a handset with them for spot tests in lectures Virginia Commonwealth University • Expectation of student involvement in lectures • VCU Honors College

  5. Our application of clickers • No evidence of engagement with the lecture • Extremely difficult to get students to respond • No feedback on level of understanding • Students are passive consumers • Real world – responsibility & expectation to interact Drivers for change • Involvestudents in lectures • Assess student understanding Frustrations

  6. Case study 1: Brain Biology & Behaviour (BBB) Semester 1: Brain Biology Assessment point 1: Essay 1; 25% Semester 2: Human Behaviour Assessment point 2: Essay 2; 25% Assessment point 3: Written exam; 50% • Episodic • Students spend inordinate time on CW • Students only study for assessment • Separates learning from assessment

  7. Case study 1: Brain Biology & Behaviour (BBB) Semester 1: Brain Biology Continuous assessment Semester 2: Human Behaviour Continuous assessment • End of lecture test; on that lecture’s material & on previous week’s. • Record of attendance • Feedback to student on their understanding • Feedback to lecturer on effectiveness of lecturing • Opportunity for revision

  8. Brain Function & Disorder (BFD) • Purpose – increased student engagement • L3 – poor level of engagement • High reliance on being ‘told’ • Continued parent-child approach to learning • Individual handsets – group handsets • Questions more integrated into lecture • Questions of a more discursive nature

  9. Student culture Why attend lectures? • Don’t stick out! • Expectations • Being a student • Social aspect What do you do at the lecture? • Test of endurance • Occasional note-taking Responding to questions

  10. BBB evaluation • Essays replaced by continuous assessment – 100% in favour • All liked the clicker approach • Fun • Instant results • Behavioural effects • Near perfect attendance • Paid attention • Interacted • Interest in results and position in the group

  11. BFD evaluation • Group interaction • Residual effect

  12. Handset

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