With classroom response systems (or CRSs, also known as Student Response
Systems, Individual Response Systems, or, informally, "clickers") in use
in higher education for some 20 years, there is now both ample research
and a wealth of examples and ideas to draw on for faculty who are
contemplating their use, or exploring new ways to integrate them in
their teaching.
The research demonstrates that, integrated purposefully in courses, the
use of clickers aligns with what neuroscience tells us about the
formation of memory and the development of learning. In addition, they
elicit contributions from otherwise reticent students and enhance
collaboration, even in large lecture courses; foster more honest
responses to discussion prompts; increase students' engagement and
satisfaction with the classroom environment; and provide an
instantaneous method of formative assessment.
This book presents a brief history of the development of CRSs and a
survey of empirical research to provide a context for current best
practices, and then presents seven chapters providing authentic,
effective examples of the use of clickers across a wide range of
academic disciplines, demonstrating how they can be effective in helping
students to recognize their misconceptions and grasp fundamental
concepts.
Like all pedagogical interventions, classroom response systems are no
panacea, and the experienced contributors candidly describe avoidable
pitfalls while demonstrating how clickers can deepen student learning
and how, by providing instantaneous feedback, they enable teachers to
make adjustments on the fly to better address student understandings or
misunderstandings.
The final chapter explores pros and cons of response systems that use
mobile devices and smart phones, and the book concludes with an
annotated list of further resources, such as books, articles, and
videos.
