Piece of Plastic Improve Learning ? An Evaluation of Personal Responses Systems in Large Classroom Settings
Piece of Plastic Improve Learning ? An Evaluation of Personal Responses Systems in Large Classroom Settings
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一块塑料改善学习？
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Eric E. Fredericksen
中科院分区：
文献类型：
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作者：
Eric E. Fredericksen
鼓励学生主动学习，尤其是在大教室里，对教师来说可能是一个挑战。本研究考察了个人反应系统（PRS）的有效性，这是一种促进大招生教室主动学习的技术干预。PRS记录、制表和报告学生使用手持设备的实时选择题答案。在学期开始和结束时，512名学生完成了一份关于设备感知有用性和教学价值的问卷调查。结果表明，总体上对该技术的满意度很高。数据还显示，在整个学期的课程中，人们认为这些设备的教学价值有所增加。
Encouraging active learning with students, especially in large classrooms, can be a challenge for faculty. The present study examines the effectiveness of personal response systems (PRS), a technological intervention for facilitating active learning in large enrollment classrooms. The PRS records, tabulates and reports in real-time multiple choice responses from students using handheld devices. 512 students completed a questionnaire addressing perceived usefulness and pedagogical value of the device at the beginning and end of the semester. The results indicate high levels of satisfaction with the technology overall. The data also reveal an increase in the perceived pedagogical value of the devices over the course of the semester.