Clickers in the large classroom: current research and best-practice tips.

By Janet E. Caldwell. CBE - Life Sciences Education, 2007

1,318 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e05f68b17fc95e9fc08a8bfe1de050e76463e1a8

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Citations in the corpus

Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes (2015, neutral): “interaction in class (Caldwell 2007).”
Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive (2015, background): “It has been argued that such active learning approaches address many of traditional teaching approaches’ limitations (Ruben, 1999; Lean et al., 2006; Caldwell, 2007; Knight and Wood, 2005; Makienko and Bernard, 2012; Mahajan, 2012), and generally result in improved knowledge retention, increased…”
Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “Some consider class size an obstacle to active learning pedagogies (Bonwell and Eison 1991; Niemi 2002), but a number of authors suggest this approach is quite successful with larger numbers of students (for example, Diesel et al. 2006; Caldwell 2007).”
Synthesis of Discipline-Based Education Research in Physics. (2014, background): “is important, but the way in which it is used [276,279,280].”
Increased Course Structure Improves Performance in Introductory Biology (2011, background): “Clicker questions were multiple-choice questions presented in class; students responded with a personal response device or “clicker” (Caldwell, 2007).”
Examining the benefits and challenges of using audience response systems: A review of the literature (2009, methodology): “One key issue with inconsistent labeling is the difficulty it poses in locating and staying current with the latest research.”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “However, several authors have offered suggestions for best practices with clicker technology (Beatty et al., 2006; Caldwell, 2007; Smith et al., 2009; Wieman et al., 2008), including posing formative assessment questions at higher cognitive levels and socially mediated conditions for learning such a”
The effect of using Kahoot! for learning - A literature review (2020, background): “…ScienceDirect Computers & Education journal homepage: http://www.elsevier.com/locate/compedu https://doi.org/10.1016/j.compedu.2020.103818 Received 22 May 2019; Received in revised form 20 January 2020; Accepted 26 January 2020 Computers & Education 149 (2020) 103818 Nisbet, 1971; Casanova, 1971).”
The wear out effect of a game-based student response system (2015, methodology): “2004), student attendance rose to 80-90% (Burnstein and Lederman 2001), and about 88% of students either “frequently” or “always” enjoyed using the SRSs in class (Caldwell 2007).”
INSTRUCTIONAL DESIGN AND ASSESSMENT An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback (2009, background): “Decreased lecture coverage due to time needed to collect answers is one potential negative aspect of ARS use.(3,11) While this study did not directly measure classroom time spent with the ARS, the instructor noted that this strategy had only a nominal effect on lecture time.”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Several researchers point out that the engagement achieved from using clickers has a direct effect on individual outcomes (Brewer, 2004; Caldwell, 2007; Hu et al., 2006; Kenwright, 2009).”