[ { "key": "JDMTTBFB", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/JDMTTBFB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/JDMTTBFB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Himmelfarb", "parsedDate": "1990-05", "numChildren": 0 }, "data": { "key": "JDMTTBFB", "version": 2, "itemType": "journalArticle", "title": "Where have all the clickers gone?", "creators": [ { "creatorType": "author", "firstName": "R", "lastName": "Himmelfarb" } ], "abstractNote": "", "publicationTitle": "Journal of Oral and Maxillofacial Surgery: Official Journal of the American Association of Oral and Maxillofacial Surgeons", "publisher": "", "place": "", "date": "May 1990", "volume": "48", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "547", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J. Oral Maxillofac. Surg.", "DOI": "", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/2329410", "accessDate": "2012-02-21T14:53:43Z", "PMID": "2329410", "PMCID": "", "ISSN": "0278-2391", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Aging", "type": 1 }, { "tag": "Dislocations", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Temporomandibular Joint Disorders", "type": 1 }, { "tag": "Time Factors", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "4TUBIISV", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/4TUBIISV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/4TUBIISV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Skiba", "parsedDate": "2006-10", "numChildren": 0 }, "data": { "key": "4TUBIISV", "version": 2, "itemType": "journalArticle", "title": "Got large lecture hall classes? Use clickers", "creators": [ { "creatorType": "author", "firstName": "Diane J", "lastName": "Skiba" } ], "abstractNote": "", "publicationTitle": "Nursing Education Perspectives", "publisher": "", "place": "", "date": "2006 Sep-Oct", "volume": "27", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "278-280", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Nurs Educ Perspect", "DOI": "", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/17036686", "accessDate": "2012-02-21T14:53:43Z", "PMID": "17036686", "PMCID": "", "ISSN": "1536-5026", "archive": "", "archiveLocation": "", "shortTitle": "Got large lecture hall classes?", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ATTENTION", "type": 1 }, { "tag": "Attitude of Health Personnel", "type": 1 }, { "tag": "Audiovisual Aids", "type": 1 }, { "tag": "Benchmarking", "type": 1 }, { "tag": "Communication", "type": 1 }, { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "Cooperative Behavior", "type": 1 }, { "tag": "Education, Nursing, Baccalaureate", "type": 1 }, { "tag": "Faculty, Nursing", "type": 1 }, { "tag": "Feedback, Psychological", "type": 1 }, { "tag": "Health Services Needs and Demand", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interprofessional Relations", "type": 1 }, { "tag": "Students, Nursing", "type": 1 }, { "tag": "User-Computer Interface", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "TX24VE4Z", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/TX24VE4Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/TX24VE4Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Premkumar and Coupal", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "TX24VE4Z", "version": 2, "itemType": "journalArticle", "title": "Rules of engagement-12 tips for successful use of \"clickers\" in the classroom", "creators": [ { "creatorType": "author", "firstName": "Kalyani", "lastName": "Premkumar" }, { "creatorType": "author", "firstName": "Cyril", "lastName": "Coupal" } ], "abstractNote": "BACKGROUND\n\nStudent response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses.\n\n\nAIMS AND METHODS\n\nUsing our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system.\n\n\nRESULTS AND CONCLUSIONS\n\nWe have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.", "publicationTitle": "Medical Teacher", "publisher": "", "place": "", "date": "2008", "volume": "30", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "146-149", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Med Teach", "DOI": "10.1080/01421590801965111", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/18464137", "accessDate": "2012-02-21T14:53:43Z", "PMID": "18464137", "PMCID": "", "ISSN": "1466-187X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Education, Medical", "type": 1 }, { "tag": "Guidelines as Topic", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "User-Computer Interface", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "S7FV5PD4", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/S7FV5PD4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/S7FV5PD4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Barber and Njus", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "S7FV5PD4", "version": 2, "itemType": "journalArticle", "title": "Clicker evolution: seeking intelligent design", "creators": [ { "creatorType": "author", "firstName": "Maryfran", "lastName": "Barber" }, { "creatorType": "author", "firstName": "David", "lastName": "Njus" } ], "abstractNote": "Two years after the first low-cost radio-frequency audience response system using clickers was introduced for college classrooms, at least six different systems are on the market. Their features and user-friendliness are evolving rapidly, driven by competition and improving technology. The proliferation of different systems is putting pressure on universities to standardize or otherwise limit the number of different clickers a student is expected to acquire. To facilitate that choice, the strengths and weaknesses of six systems (eInstruction Classroom Performance System, Qwizdom, TurningPoint, Interwrite PRS, iClicker, and H-ITT) are compared, and the factors that should be considered in making a selection are discussed. In our opinion, the selection of a clicker system should be driven by the faculty, although students and the relevant teaching and technology support units of the university must also participate in the dialogue. Given the pace of development, it is also wise to reconsider the choice of a clicker system at regular intervals.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2007", "volume": "6", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.06-12-0206", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/17339388", "accessDate": "2012-02-21T14:53:43Z", "PMID": "17339388", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "Clicker evolution", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attitude to Computers", "type": 1 }, { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Faculty", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interpersonal Relations", "type": 1 }, { "tag": "Radio Waves", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "TEACHING", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "QEVEASHV", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/QEVEASHV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/QEVEASHV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Caldwell", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "QEVEASHV", "version": 2, "itemType": "journalArticle", "title": "Clickers in the large classroom: current research and best-practice tips", "creators": [ { "creatorType": "author", "firstName": "Jane E", "lastName": "Caldwell" } ], "abstractNote": "Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2007", "volume": "6", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "9-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.06-12-0205", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/17339389", "accessDate": "2012-02-21T14:53:43Z", "PMID": "17339389", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "Clickers in the large classroom", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Faculty", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interpersonal Relations", "type": 1 }, { "tag": "Marketing", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "U7JKPXXX", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/U7JKPXXX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/U7JKPXXX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Freeman et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "U7JKPXXX", "version": 2, "itemType": "journalArticle", "title": "Prescribed active learning increases performance in introductory biology", "creators": [ { "creatorType": "author", "firstName": "Scott", "lastName": "Freeman" }, { "creatorType": "author", "firstName": "Eileen", "lastName": "O'Connor" }, { "creatorType": "author", "firstName": "John W", "lastName": "Parks" }, { "creatorType": "author", "firstName": "Matthew", "lastName": "Cunningham" }, { "creatorType": "author", "firstName": "David", "lastName": "Hurley" }, { "creatorType": "author", "firstName": "David", "lastName": "Haak" }, { "creatorType": "author", "firstName": "Clarissa", "lastName": "Dirks" }, { "creatorType": "author", "firstName": "Mary Pat", "lastName": "Wenderoth" } ], "abstractNote": "We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2007", "volume": "6", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "132-139", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.06-09-0194", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/17548875", "accessDate": "2012-02-21T14:53:43Z", "PMID": "17548875", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biology", "type": 1 }, { "tag": "Curriculum", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Models, Educational", "type": 1 }, { "tag": "PROBLEM-based learning", "type": 1 }, { "tag": "Risk Assessment", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "Seasons", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "J3E7PHXS", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/J3E7PHXS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/J3E7PHXS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "DeBourgh", "parsedDate": "2008-03", "numChildren": 0 }, "data": { "key": "J3E7PHXS", "version": 2, "itemType": "journalArticle", "title": "Use of classroom \"clickers\" to promote acquisition of advanced reasoning skills", "creators": [ { "creatorType": "author", "firstName": "Gregory A", "lastName": "DeBourgh" } ], "abstractNote": "Use of classroom response systems (a.k.a. \"clickers\" or \"audience polling systems\") are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction, promote engagement of students in active learning, foster communication to clarify misunderstanding and incorrect thinking, and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades. This article describes the use of clicker technology in a baccalaureate nursing program to promote acquisition and application of advanced reasoning skills. Methods are suggested for embedding formative assessment and the tactical use of questioning as feedback and a powerful learning tool. Operational aspects of clickers technology are summarized and students' perceptions and satisfaction with use of this teaching and learning technology are described.", "publicationTitle": "Nurse Education in Practice", "publisher": "", "place": "", "date": "Mar 2008", "volume": "8", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "76-87", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Nurse Educ Pract", "DOI": "10.1016/j.nepr.2007.02.002", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/18291324", "accessDate": "2012-02-21T14:53:43Z", "PMID": "18291324", "PMCID": "", "ISSN": "1873-5223", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attitude to Computers", "type": 1 }, { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "Consumer Satisfaction", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Education, Nursing, Baccalaureate", "type": 1 }, { "tag": "Feedback", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interpersonal Relations", "type": 1 }, { "tag": "Judgment", "type": 1 }, { "tag": "Multimedia", "type": 1 }, { "tag": "Psychology, Educational", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "Schools, Nursing", "type": 1 }, { "tag": "Students, Nursing", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "User-Computer Interface", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "2NX7CI6T", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/2NX7CI6T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/2NX7CI6T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Crossgrove and Curran", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "2NX7CI6T", "version": 2, "itemType": "journalArticle", "title": "Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material", "creators": [ { "creatorType": "author", "firstName": "Kirsten", "lastName": "Crossgrove" }, { "creatorType": "author", "firstName": "Kristen L", "lastName": "Curran" } ], "abstractNote": "Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2008", "volume": "7", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "146-154", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.07-08-0060", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/18316817", "accessDate": "2012-02-21T14:53:43Z", "PMID": "18316817", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "Using clickers in nonmajors- and majors-level biology courses", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biology", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "education", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "W8KCJJQ9", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/W8KCJJQ9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/W8KCJJQ9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Smith et al.", "parsedDate": "2009-01-02", "numChildren": 0 }, "data": { "key": "W8KCJJQ9", "version": 2, "itemType": "journalArticle", "title": "Why peer discussion improves student performance on in-class concept questions", "creators": [ { "creatorType": "author", "firstName": "M K", "lastName": "Smith" }, { "creatorType": "author", "firstName": "W B", "lastName": "Wood" }, { "creatorType": "author", "firstName": "W K", "lastName": "Adams" }, { "creatorType": "author", "firstName": "C", "lastName": "Wieman" }, { "creatorType": "author", "firstName": "J K", "lastName": "Knight" }, { "creatorType": "author", "firstName": "N", "lastName": "Guild" }, { "creatorType": "author", "firstName": "T T", "lastName": "Su" } ], "abstractNote": "When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.", "publicationTitle": "Science (New York, N.Y.)", "publisher": "", "place": "", "date": "Jan 2, 2009", "volume": "323", "issue": "5910", "section": "", "partNumber": "", "partTitle": "", "pages": "122-124", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Science", "DOI": "10.1126/science.1165919", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/19119232", "accessDate": "2012-02-21T14:53:43Z", "PMID": "19119232", "PMCID": "", "ISSN": "1095-9203", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Comprehension", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Genetics", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Peer Group", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:53:43Z", "dateModified": "2012-02-21T14:53:43Z" } }, { "key": "PNS6XI9P", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/PNS6XI9P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/PNS6XI9P", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Perez et al.", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "PNS6XI9P", "version": 3, "itemType": "journalArticle", "title": "Does displaying the class results affect student discussion during peer instruction?", "creators": [ { "creatorType": "author", "firstName": "Kathryn E", "lastName": "Perez" }, { "creatorType": "author", "firstName": "Eric A", "lastName": "Strauss" }, { "creatorType": "author", "firstName": "Nicholas", "lastName": "Downey" }, { "creatorType": "author", "firstName": "Anne", "lastName": "Galbraith" }, { "creatorType": "author", "firstName": "Robert", "lastName": "Jeanne" }, { "creatorType": "author", "firstName": "Scott", "lastName": "Cooper" } ], "abstractNote": "The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2010", "volume": "9", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "133-140", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.09-11-0080", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/20516358", "accessDate": "2012-02-21T14:51:54Z", "PMID": "20516358", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biology", "type": 1 }, { "tag": "Comprehension", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Peer Group", "type": 1 }, { "tag": "Psychology, Educational", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "DPH6MGQ5", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/DPH6MGQ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/DPH6MGQ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Filer", "parsedDate": "2010-08", "numChildren": 0 }, "data": { "key": "DPH6MGQ5", "version": 3, "itemType": "journalArticle", "title": "Everyone's answering: using technology to increase classroom participation", "creators": [ { "creatorType": "author", "firstName": "Debra", "lastName": "Filer" } ], "abstractNote": "A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.", "publicationTitle": "Nursing Education Perspectives", "publisher": "", "place": "", "date": "2010 Jul-Aug", "volume": "31", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "247-250", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Nurs Educ Perspect", "DOI": "", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/20882867", "accessDate": "2012-02-21T14:51:54Z", "PMID": "20882867", "PMCID": "", "ISSN": "1536-5026", "archive": "", "archiveLocation": "", "shortTitle": "Everyone's answering", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attitude", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Education, Nursing, Baccalaureate", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "PROBLEM-based learning", "type": 1 }, { "tag": "Pilot Projects", "type": 1 }, { "tag": "Program Evaluation", "type": 1 }, { "tag": "UNITED States", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "5GP6GQGN", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/5GP6GQGN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/5GP6GQGN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Mastoridis and Kladidis", "parsedDate": "2010-06", "numChildren": 0 }, "data": { "key": "5GP6GQGN", "version": 3, "itemType": "journalArticle", "title": "Coming soon to a lecture theatre near you: the 'clicker'", "creators": [ { "creatorType": "author", "firstName": "Sotiris", "lastName": "Mastoridis" }, { "creatorType": "author", "firstName": "Sara", "lastName": "Kladidis" } ], "abstractNote": "BACKGROUND\n\nIt has become commonplace for undergraduate medical students to attend lectures alongside 300 or more of their colleagues in large amphitheatres. The Audience Response System (ARS) is a technology that aims to address what has, as a consequence, become an inherently one-way learning environment, where audience participation is greatly impeded.\n\n\nCONTEXT\n\nStudents' experiences of lectures at Imperial College School of Medicine have been changing with the incorporation of this new technology, and here we discuss whether by enabling student participation through the use of hand-held remote controls, or 'clickers', such systems can help bridge the communication gap between the speaker and the students. In addition to our own experiences of the equipment, we also summarise the feedback given by medical students.\n\n\nINNOVATION\n\nWithin the context of a digital presentation a lecturer poses a question, along with a number of possible answers. Students are then able to submit their selection using the clicker with which they have each been equipped. Using radio-frequency technology, the ARS is able to handle data in real time, and to immediately display a histogram of the spread of responses for all to see and compare.\n\n\nIMPLICATIONS\n\nThe ARS confers benefits to lecturers and students alike. For the lecturers these benefits centre on an immediate awareness of the audience's comprehension of the material, as well as of the progress of individual students. For the students, using clickers to answer questions during lectures appears to enhance their enjoyment, as well as to improve concentration and knowledge retention. Among the drawbacks that we discuss are the monetary cost of the technology, in addition to the training hours required for its implementation.", "publicationTitle": "The Clinical Teacher", "publisher": "", "place": "", "date": "Jun 2010", "volume": "7", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "97-101", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Clin Teach", "DOI": "10.1111/j.1743-498X.2010.00355.x", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21134156", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21134156", "PMCID": "", "ISSN": "1743-498X", "archive": "", "archiveLocation": "", "shortTitle": "Coming soon to a lecture theatre near you", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Communication", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Education, Medical, Undergraduate", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "Schools, Medical", "type": 1 }, { "tag": "Students, Medical", "type": 1 }, { "tag": "TEACHING", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "HTTZZNRK", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/HTTZZNRK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/HTTZZNRK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Killos et al.", "parsedDate": "2010-12", "numChildren": 0 }, "data": { "key": "HTTZZNRK", "version": 3, "itemType": "journalArticle", "title": "Do \"clicker\" educational sessions enhance the effectiveness of a social norms marketing campaign?", "creators": [ { "creatorType": "author", "firstName": "Lydia F", "lastName": "Killos" }, { "creatorType": "author", "firstName": "Linda C", "lastName": "Hancock" }, { "creatorType": "author", "firstName": "Amanda", "lastName": "Wattenmaker McGann" }, { "creatorType": "author", "firstName": "Adrienne E", "lastName": "Keller" } ], "abstractNote": "OBJECTIVE\n\nsocial norms campaigns are a cost-effective way to reduce high-risk drinking on college campuses. This study compares effectiveness of a \"standard\" social norms media (SNM) campaign for those with and without exposure to additional educational sessions using audience response technology (\"clickers\").\n\n\nMETHODS\n\nAmerican College Health Association's National College Health Assessment questions are used to evaluate actual and perceived use. Additional survey questions assess individual exposure to the interventions.\n\n\nRESULTS\n\nthe authors find \"clicker\" technology to be more effective than social norms poster media alone in reducing misperceptions of normative alcohol use for those students who attended clicker sessions.\n\n\nCONCLUSION\n\nposter SNM campaigns may be most effective when supported by group \"clicker\" heath-related sessions.", "publicationTitle": "Journal of American College Health: J of ACH", "publisher": "", "place": "", "date": "2010 Nov-Dec", "volume": "59", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "228-230", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Am Coll Health", "DOI": "10.1080/07448481.2010.497830", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21186455", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21186455", "PMCID": "", "ISSN": "1940-3208", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Alcoholism", "type": 1 }, { "tag": "Chi-Square Distribution", "type": 1 }, { "tag": "Data Collection", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Educational Status", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Health Education", "type": 1 }, { "tag": "Health Policy", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Patient Education as Topic", "type": 1 }, { "tag": "Program Development", "type": 1 }, { "tag": "Program Evaluation", "type": 1 }, { "tag": "Social Marketing", "type": 1 }, { "tag": "Young Adult", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "BHBARKQD", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/BHBARKQD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/BHBARKQD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Smith et al.", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "BHBARKQD", "version": 3, "itemType": "journalArticle", "title": "The benefits of using clickers in small-enrollment seminar-style biology courses", "creators": [ { "creatorType": "author", "firstName": "Michelle K", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Caleb", "lastName": "Trujillo" }, { "creatorType": "author", "firstName": "Tin Tin", "lastName": "Su" } ], "abstractNote": "Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2011", "volume": "10", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "14-17", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.10-09-0114", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21364096", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21364096", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biology", "type": 1 }, { "tag": "Curriculum", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Embryology", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Goals", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Peer Group", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "4C8EF6UW", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/4C8EF6UW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/4C8EF6UW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Levesque", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "4C8EF6UW", "version": 3, "itemType": "journalArticle", "title": "Using clickers to facilitate development of problem-solving skills", "creators": [ { "creatorType": "author", "firstName": "Aime A", "lastName": "Levesque" } ], "abstractNote": "Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2011", "volume": "10", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "406-417", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.11-03-0024", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/22135374", "accessDate": "2012-02-21T14:51:54Z", "PMID": "22135374", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "P2J53WT3", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/P2J53WT3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/P2J53WT3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Addison et al.", "parsedDate": "2009-03", "numChildren": 0 }, "data": { "key": "P2J53WT3", "version": 3, "itemType": "journalArticle", "title": "Using clickers to improve student engagement and performance in an introductory biochemistry class", "creators": [ { "creatorType": "author", "firstName": "Stephen", "lastName": "Addison" }, { "creatorType": "author", "firstName": "Adrienne", "lastName": "Wright" }, { "creatorType": "author", "firstName": "Rachel", "lastName": "Milner" } ], "abstractNote": "As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students taught with clickers than for those taught in traditional lectures. However, there were significantly more students in the highest achievement category (91-100%) in the section that incorporated clickers than in any other section over five academic terms. Overall, students gave high approval ratings for the use of the clickers, particularly in increasing their participation and engagement in lectures. However, students who reported their performance to be in the lowest performance categories gave a lower level of approval for the use of the clickers than those who reported their performance to be in the higher performance categories. The implications for using clickers to improve teaching in biochemistry are discussed.", "publicationTitle": "Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology", "publisher": "", "place": "", "date": "Mar 2009", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "84-91", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Biochem Mol Biol Educ", "DOI": "10.1002/bmb.20264", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21567711", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21567711", "PMCID": "", "ISSN": "1470-8175", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "ATMRPHW3", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/ATMRPHW3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/ATMRPHW3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Patterson et al.", "parsedDate": "2010-10", "numChildren": 0 }, "data": { "key": "ATMRPHW3", "version": 3, "itemType": "journalArticle", "title": "Evidence for teaching practice: the impact of clickers in a large classroom environment", "creators": [ { "creatorType": "author", "firstName": "Barbara", "lastName": "Patterson" }, { "creatorType": "author", "firstName": "Judith", "lastName": "Kilpatrick" }, { "creatorType": "author", "firstName": "Eric", "lastName": "Woebkenberg" } ], "abstractNote": "As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class. The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables.", "publicationTitle": "Nurse Education Today", "publisher": "", "place": "", "date": "Oct 2010", "volume": "30", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "603-607", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Nurse Educ Today", "DOI": "10.1016/j.nedt.2009.12.008", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/20044180", "accessDate": "2012-02-21T14:51:54Z", "PMID": "20044180", "PMCID": "", "ISSN": "1532-2793", "archive": "", "archiveLocation": "", "shortTitle": "Evidence for teaching practice", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attitude of Health Personnel", "type": 1 }, { "tag": "Chi-Square Distribution", "type": 1 }, { "tag": "Computer-Assisted Instruction", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Education, Nursing, Baccalaureate", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Feedback, Psychological", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Mid-Atlantic Region", "type": 1 }, { "tag": "Nursing Education Research", "type": 1 }, { "tag": "Nursing Methodology Research", "type": 1 }, { "tag": "Program Evaluation", "type": 1 }, { "tag": "Qualitative Research", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "Students, Nursing", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "Wireless Technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "WNIMMNQI", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/WNIMMNQI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/WNIMMNQI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Smith et al.", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "WNIMMNQI", "version": 3, "itemType": "journalArticle", "title": "Combining peer discussion with instructor explanation increases student learning from in-class concept questions", "creators": [ { "creatorType": "author", "firstName": "M K", "lastName": "Smith" }, { "creatorType": "author", "firstName": "W B", "lastName": "Wood" }, { "creatorType": "author", "firstName": "K", "lastName": "Krauter" }, { "creatorType": "author", "firstName": "J K", "lastName": "Knight" } ], "abstractNote": "Use of in-class concept questions with clickers can transform an instructor-centered \"transmissionist\" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students.", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2011", "volume": "10", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "55-63", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "CBE Life Sci Educ", "DOI": "10.1187/cbe.10-08-0101", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21364100", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21364100", "PMCID": "", "ISSN": "1931-7913", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Curriculum", "type": 1 }, { "tag": "Demography", "type": 1 }, { "tag": "Educational Measurement", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Genetics", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Peer Group", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "383TS2BE", "version": 3, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/383TS2BE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/383TS2BE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "FitzPatrick et al.", "parsedDate": "2011-09", "numChildren": 0 }, "data": { "key": "383TS2BE", "version": 3, "itemType": "journalArticle", "title": "Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum", "creators": [ { "creatorType": "author", "firstName": "Kathleen A", "lastName": "FitzPatrick" }, { "creatorType": "author", "firstName": "Kevin E", "lastName": "Finn" }, { "creatorType": "author", "firstName": "Jay", "lastName": "Campisi" } ], "abstractNote": "To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.", "publicationTitle": "Advances in Physiology Education", "publisher": "", "place": "", "date": "Sep 2011", "volume": "35", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "280-289", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Adv Physiol Educ", "DOI": "10.1152/advan.00036.2011", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21908838", "accessDate": "2012-02-21T14:51:54Z", "PMID": "21908838", "PMCID": "", "ISSN": "1522-1229", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Curriculum", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Physiology", "type": 1 }, { "tag": "STUDENTS", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "ZPU7RQ52", "version": 2, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/ZPU7RQ52", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/ZPU7RQ52", "type": "text/html" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } }, "creatorSummary": "Gauci et al.", "parsedDate": "2009-03", "numChildren": 0 }, "data": { "key": "ZPU7RQ52", "version": 2, "itemType": "journalArticle", "title": "Promoting student-centered active learning in lectures with a personal response system", "creators": [ { "creatorType": "author", "firstName": "Sally A", "lastName": "Gauci" }, { "creatorType": "author", "firstName": "Arianne M", "lastName": "Dantas" }, { "creatorType": "author", "firstName": "David A", "lastName": "Williams" }, { "creatorType": "author", "firstName": "Robert E", "lastName": "Kemm" } ], "abstractNote": "We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of < 60%) showed significantly better outcomes from the use of clickers than both middle-achieving (60-75%) and high-achieving (>75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff.", "publicationTitle": "Advances in Physiology Education", "publisher": "", "place": "", "date": "Mar 2009", "volume": "33", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "60-71", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Adv Physiol Educ", "DOI": "10.1152/advan.00109.2007", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/19261762", "accessDate": "2012-02-21T14:51:54Z", "PMID": "19261762", "PMCID": "", "ISSN": "1522-1229", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Measurement", "type": 1 }, { "tag": "Electronics", "type": 1 }, { "tag": "Group Processes", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Physiology", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "Universities", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-21T14:51:54Z", "dateModified": "2012-02-21T14:51:54Z" } }, { "key": "2ZVEMVGK", "version": 1, "library": { "type": "group", "id": 69784, "name": "Clickers", "links": { "alternate": { "href": "https://www.zotero.org/groups/clickers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/69784/items/2ZVEMVGK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clickers/items/2ZVEMVGK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/69784/items/FKCSFXGR", "type": "application/json" } }, "meta": { "createdByUser": { "id": 134267, "username": "hamelers99", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hamelers99", "type": "text/html" } } } }, "data": { 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