The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems

By April R. Trees, Michele H. Jackson. 2007

388 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9398155b61f52dd2dd60bb760d6ebb08af095a1f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Student evaluation of audience response technology in large lecture classes (2008, background): “In a large-sample study with undergraduates in communication, physics, and astronomy classes, Jackson and Trees (2007) found that students who were younger (freshmen and sophomores), or who had less experience with lecture classes, perceived greater learning as a consequence of ART technology.”
Examining boredom : Different causes for different coping profiles (2015, neutral): “Technology including student response systems (Trees & Jackson, 2007), a wide range of online videos such as TED talks (Miller, 2009), and various forms of social media (Young, 2012) and Web 2.0 technologies may greatly facilitate these endeavours especially in large college classes.”
Examining the benefits and challenges of using audience response systems: A review of the literature (2009, background): “For example, four relatively recent reviews on ARSs (Caldwell, 2007; Fies & Marshall, 2006; Simpson & Oliver, 2007) referenced 16–25 studies per review, yet this quantity represents only one quarter to one third of the peer-reviewed articles available on ARSs from 2000 to 2007.”
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009, background): “Recent surveys of students' experiences in learning with clickers (Trees & Jackson, 2007) and teacher's experiences in teaching with clickers (Penuel, Boscardin, Masyn, & Crawford, 2007) provide interesting information concerning the self-reported benefits of clickers, but only experimental…”
Vibrant student voices: exploring effects of the use of clickers in large college courses (2008, background): “Trees and Jackson ( 2007 ) argue the role of student as note‐taker and silent observer decreases motivation to engage with course content.”
Evaluating the Effectiveness of a Personal Response System in the Classroom (2009, background): “Several studies have investigated how using clickers in the classroom affects student participation and reactions to the lecture (Beekes, 2006; Draper & Brown, 2004; Kennedy & Cutts, 2005; Stowell & Nelson, 2007; Trees & Jackson, 2007; Wit, 2003; Wood, 2004; Yourstone, Kraye, & Albaum, 2008).”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “In sum, both types of interaction involve students actively in the classroom (Sims, 2003), provide information feedback to both parties and ultimately improve learning performance (Draper & Brown, 2004; Higgins, Hartley, & Skelton, 2002; Trees & Jackson, 2007).”