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Direct linkGrund, Christian Karl; Tulis, Maria – Educational Technology Research and Development, 2020
Lectures in higher education often address audiences that consist of over one hundred students. In this setting, it is arguably difficult to take into account individual interests of each participant. This may result in low motivation, decreased learning outcomes as well as an overall low effectiveness of lectures. Self-determination theory…
Descriptors: Personal Autonomy, Lecture Method, Audience Response Systems, Class Size
Brady, Melanie; Rosenthal, Jane L.; Forest, Christopher P.; Hocevar, Dennis – Educational Technology Research and Development, 2020
The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student feedback system (delivered using flashcards) on 52 graduate learners' metacognition and academic achievement scores. Three dimensions of metacognition were examined in a large lecture setting, including…
Descriptors: Privacy, Feedback (Response), Audience Response Systems, Instructional Materials
MacGeorge, Erina L.; Homan, Scott R.; Dunning, John B., Jr.; Elmore, David; Bodie, Graham D.; Evans, Ed; Khichadia, Sangeetha; Lichti, Steven M.; Feng, Bo; Geddes, Brian – Educational Technology Research and Development, 2008
In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART's benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a…
Descriptors: Undergraduate Students, Campuses, Student Evaluation, Student Attitudes
