CPUT invested in 100 clickers at the end of 2009 for use in the Extended Curriculum Programme (ECP).<br />ECP allows lecturers more time to develop interactive approaches to teaching and learning <br />
Clickers & Engagement<br />Studies link student engagement,improved attention and focus to clickers. Improved attendance, enjoyment and fun experienced inlectures are also attributed to clickers<br />(Addison, Wright, & Milner, 2009; Preszler et al., 2007;<br />Stagg & Lane, 2010; Trees & Jackson, 2007)<br />
Clickers & Participation<br />They offer students an opportunity to participate in class without “fear of ridicule, should they volunteer an incorrect response” <br />(Banks, 2006)<br />
Clickers & Participation<br />Second language learners often struggle to participate in class because of cultural factors inhibiting active participation, such as lack of competency in the language of instruction <br />(Stagg & Lane, 2010)<br />
Small Classes<br />“very little attention has been paid to the impact of clickers in small classes”<br />(Walker & Barwell, 2009:3)<br />
Clickers & Engagement<br />In smaller classes, clickers’ main benefit lies in “collaborative learning [amongst students] rather than the knowledge transfer from teacher to learner<br />(Walker & Barwell, 2009)<br />
Clickers & Peer Learning<br />Mazur (1997) is one of the main proponents of using clickers for peer learning, which can help normally struggling students to improve in examinations.<br />
I enjoyed myself during the clicker class.People get kind of involved in the process.<br />No one left the class bored or tired [but] happy and comfortable.<br />After the questions were all done, I wanted more!<br />Simplicity, novelty and entertainment (Kay & Lesage, 2009)<br />
I find it to be very innovative,<br />exciting and it grabs my attention<br />You have to refresh your mind and think about what you are going to answer ... it keeps our minds think[ing] all the time.<br />
Staying anonymous [is good]: people are unsure of their answers or they’re too embarrassed to say their answers or they’re scared that some people might think of them differently, if they say something wrong.<br />Corresponding to other findings in the literature (Simpson & Oliver, 2007) the anonymity that clickers offer decreased fear<br />
…feel free to talk with your own language ... then you can have a reason. Because you’re not that perfect in English. That’s why you feel so scared. But I have a reason in isiXhosa, but I don’t know how to say it in English. <br />Stagg and Lane (2010)<br />
I like that clicker answers are anonymous<br />
You hear other people’s opinions and then you can weigh it up with your own ... and with that you can formulate a better answer.<br />You hear different explanations from other people about the things that you don’t even know about.<br />
The more people speak out <br />their ideas, the more I think on <br />adding to what they have said.<br />It helps widening the thinking and helps the flow of thinking juice.<br />
Even if the process of collaborative decision-making necessitated through peer-voting is not always a comfortable experience for students, the development of this skill is crucial for future graphic designers. <br />
The findings strengthen our view, that collaborative learning, rather than knowledge transfer from teacher to learner, should be emphasised in small clicker classes. <br />
References<br /><ul><li>Addison, S., Wright, A. & Milner, R. 2009. Using clickers to improve student engagement and performance in an introductory biochemistry class. Biochemistry and Molecular Biology Education, 37(2): 84–91. Available WWW: http://onlinelibrary.wiley.com/doi/10.1002/bmb.20264/full [Accessed April 15, 2011].
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