Clickers in the classroom: The use of student response systems in teaching psychology

Watling, R, Clarke, Richard ORCID: 0000-0002-1060-3142 and Rowell, C (2014) Clickers in the classroom: The use of student response systems in teaching psychology. Psychology Teaching Review, 20 (2). pp. 36-38.

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10981 Watling, Clarke & Rowell (2014) Clickers-in-the-classroom-The-use-of-student-response-systems-in-teaching-psychology.pdf - Accepted Version

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Abstract

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Education technology
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Natural & Social Sciences > Psychological Sciences
Research Priority Areas: Health, Life Sciences, Sport and Wellbeing
Depositing User: Richard Clarke
Date Deposited: 12 May 2022 11:38
Last Modified: 12 May 2022 14:15
URI: https://eprints.glos.ac.uk/id/eprint/10981

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