Learning from Past and Present: Electronic Response Systems in College Lecture Halls

By E. Judson, and Daiyo Sawada. 2002

337 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/94c24a5601099ee3e6b746603f98ffa2a099d3af

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Citations in the corpus

The effect of using Kahoot! for learning - A literature review (2020, background): “Student response systems (SRSs) have been around since the sixties (Judson, 2002), and started to be used in the early seventies in teaching biology (Bessler & Nisbet, 1971) and chemistry (Casanova, 1971).”
A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms (2008, background): “It has been suggested that the lack of improvement seen with the clicker-like technologies of the 60s and 70s may have been due to their use in a behaviorist paradigm (in which a stimulus-response style of pedagogy was prevalent), while their current success is due to their use within a constructivi”
Using Conceptests to Assess and Improve Student Conceptual Understanding in Introductory Geoscience Courses (2006, background): “Quantitative data (Judson and Sawada, 2002; McConnell et al., 2003; Greer and Heaney, 2004) and anecdotal reports (Landis et al.”
Examining the benefits and challenges of using audience response systems: A review of the literature (2009, methodology): “Extensive use of ARSs began in 2003 (Abrahamson, 2006; Judson & Sawada, 2002, 2006) and today, numerous secondary schools, colleges and universities use this tool (Abrahamson, 2006).”
"Clicker" Cases: Introducing Case Study Teaching into Large Classrooms (2006, methodology): “It is the feedback pedagogy that is the driving force for success, not the particular technological method involved (Byrd, Coleman, and Werneth 2004; Draper, Cargill, and Cutts 2002; Judson and Sawada 2002 ).”
The undergraduate experience of blended e-learning: a review of UK literature and practice (2006, methodology): “Technology has also been used, in quite a different way, to improve communication in the classroom through the use of electronic voting systems (also known as personal or audience response systems) (Banks, 2006; Draper and Brown, 2004; Judson and Sawada, 2002; Simpson and Oliver, 2002).”
Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course (2004, methodology): “This phenomenon has been noted by other users of SRT technology as well (Littauer, 1972; Judson and Sawada, 2002) This study also cannot resolve the degree to which an interactive classroom setting, peer instruction, and think-pair-share techniques may have enhanced our course independent of the SRT”
Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, result): “…results are consistent with those of a large number of previous studies documenting positive student responses to clicker systems (for review, see Judson and Sawada, 2002) and a large body of evidence indicating that the use of clickers and associated peer interaction (see below) can lead to…”