2008 Teaching and Learning Symposium

2:30-4:30 p.m., May 6, 2008
HUB Ballroom


Session Description

 

 

Audience Response Systems: Effects on Student Engagement and Learning

Janet Primomo, Christine A. Stevens, and Darcy Janzen - Nursing and Academic Technologies, UW Tacoma

The UW Tacoma Academic Technologies (AT) and Nursing Program implemented a pilot project to evaluate the effectiveness of an audience response system (Clickers). We were interested in knowing how use of Clickers influenced students’ engagement and how they affected learning.

Clickers were used by four faculty members in seven Autumn quarter courses: six undergraduate and one graduate. Five of the courses were required Nursing Program courses and two were interdisciplinary elective courses. Classes ranged in size from 15 to 39. One faculty member used Clickers in an off-site class.

The TurningPoint audience response system that operates with Microsoft® PowerPoint®) invites participation by allowing individuals to submit responses to interactive questions using a keypad. Faculty and a staff member received training prior to the beginning of the quarter, and AT staff were available to trouble-shoot during class sessions.

At the end of the quarter, a Catalyst survey was used to evaluate the use of the Clickers. Clickers were used to measure comprehension and opinion, engage students in the content, facilitate discussion, and obtain anonymous responses. Clickers were rated as being effective or highly effective by at least 70% of the 28 respondents in achieving these goals. All students agreed that Clickers made the class more engaging. 93% felt Clickers created a stronger sense of community with other classmates, 79% felt they improved the amount of instructor interaction, 68% felt they improved their comprehension of the lecture content, 68% felt Clickers made them more willing to contribute to class discussions, 53% felt they helped them learn the subject matter in greater depth, and 50% felt they made the class more challenging. Qualitative comments supported these results. Faculty who used Clickers stated they planned to continue to do so because of the increased engagement students reported in their courses.

 

 


Index of Symposium Presenters