Abstract
Abstract:
Audience response systems (ARS) have been gaining popularity in teaching environments, particularly as access via mobile devices has increased. We will discuss how an ARS system has been used successfully in a large Introduction to Psychology class. Specific content will include the "how-tos" of using an iclicker response system, best practices for maximizing student engagement and learning as well as sharing specific examples that can address multiple teaching goals.
Presentation Content:
Summary Statement: We will present the rationale for using audience response systems (ARS) in large classrooms, supported by specific examples, data regarding usage and best practices.
Description of activity, project or solution: After teaching a 120 student Intro to Psychology class for the first time, it was quickly apparent that student involvement was an issue. The following semester, we incorporated ARS technology to enhance student participation. Throughout the five semesters that we have taught the course utilizing ARS technology, we have developed several applications to maximize student engagement and learning, such as helping students decode multiple-choice questions, identifying areas of particular difficulty, and general polling regarding classroom experiences.
Outcome: Student response to the ARS has been predominantly positive. They appreciate the diverse methods of participation that ARS provides and many have noted that it has helped them prepare for exams. Additionally, the number of students who received either a D or an F in the class decreased from 25% to 18% the semester that ARS was first incorporated. Some of the challenges we will discuss include logistical and administrative issues and determining how best to incorporate the technology.
Importance or relevance to other institutions: ARS are tools that can greatly improve teaching and learning in a large classroom. As this technology is gaining popularity on university campuses and devices are becoming more mobile, understanding potential applications can provide faculty with ideas for improving the classroom experience. About the speakers: Paige Fisher holds a doctoral degree in clinical psychology from the University of Massachusetts at Amherst. She is currently an assistant professor in the Psychology Department at Seton Hall University and has been teaching Introduction to Psychology for six years.
Shayle Adrian is an instructional designer in the Teaching, Learning and Technology Center at Seton Hall, where she helps support faculty in the use of technology. She is a graduate of the University of Georgia (M.Ed., Instructional Technology and M.S., Developmental Psychology) and has taught courses in instructional technology, research methods, statistics and developmental psychology.
Audience response systems (ARS) have been gaining popularity in teaching environments, particularly as access via mobile devices has increased. We will discuss how an ARS system has been used successfully in a large Introduction to Psychology class. Specific content will include the "how-tos" of using an iclicker response system, best practices for maximizing student engagement and learning as well as sharing specific examples that can address multiple teaching goals.
Presentation Content:
Summary Statement: We will present the rationale for using audience response systems (ARS) in large classrooms, supported by specific examples, data regarding usage and best practices.
Description of activity, project or solution: After teaching a 120 student Intro to Psychology class for the first time, it was quickly apparent that student involvement was an issue. The following semester, we incorporated ARS technology to enhance student participation. Throughout the five semesters that we have taught the course utilizing ARS technology, we have developed several applications to maximize student engagement and learning, such as helping students decode multiple-choice questions, identifying areas of particular difficulty, and general polling regarding classroom experiences.
Outcome: Student response to the ARS has been predominantly positive. They appreciate the diverse methods of participation that ARS provides and many have noted that it has helped them prepare for exams. Additionally, the number of students who received either a D or an F in the class decreased from 25% to 18% the semester that ARS was first incorporated. Some of the challenges we will discuss include logistical and administrative issues and determining how best to incorporate the technology.
Importance or relevance to other institutions: ARS are tools that can greatly improve teaching and learning in a large classroom. As this technology is gaining popularity on university campuses and devices are becoming more mobile, understanding potential applications can provide faculty with ideas for improving the classroom experience. About the speakers: Paige Fisher holds a doctoral degree in clinical psychology from the University of Massachusetts at Amherst. She is currently an assistant professor in the Psychology Department at Seton Hall University and has been teaching Introduction to Psychology for six years.
Shayle Adrian is an instructional designer in the Teaching, Learning and Technology Center at Seton Hall, where she helps support faculty in the use of technology. She is a graduate of the University of Georgia (M.Ed., Instructional Technology and M.S., Developmental Psychology) and has taught courses in instructional technology, research methods, statistics and developmental psychology.
Collection
Subject
Contributors
Duration
00:34:20 (HH:MM:SS)
Language:
English
Target or Intended Audience
adult/continuing education, higher education, college, educator
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Copyright Date
2014-03-28
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