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University of Tennessee

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Newsletter: Spring 2006

Inquire, Click, Engage!

by: Christina Goode

When asked questions in class, many students respond with silence, especially in large lecture classes. With the new “clicker” technology, faculty can ask a question, even in a large lecture hall, and students can respond with the click of a remote-controlled device that allows faculty to immediately assess not only who is present, but also whether or not they understood the concept. If needed, the faculty member can then cover the material from a different perspective before moving on to new concepts.

During the fall 2005 semester at UT Knoxville, we conducted a clicker pilot study using eInstruction’s CPSRF system with several faculty members in science, engineering, and veterinary medicine. According to Professor John Koontz, Biology, “I started the class period out asking seven questions. I thought that all the questions were easy and that virtually all the students would answer them correctly. I was really surprised to find that this was not so. It gave me an opportunity to go back over points where they [were] not getting it.”

In addition to immediate response and opportunity for review, the technology allows for anonymity while helping the students to see where they stand in relation to the rest of the class. Students register their clickers online with the vendor using their name and the device’s serial number. The clicker is assigned a pad number based on the order in which it was added to the course. Each pad number is displayed when the student “joins” the class and responds to questions during the class session. This degree of anonymity helps increase student participation. Instructors can later identify students and their responses as necessary via the database.

Clickers allow students to send their responses to multiple choice and true-false questions, via infrared or radio frequency (RF) technology, to a receiver connected to the instructor’s laptop computer. Software installed on the instructor’s computer analyzes the data and displays the results graphically (bar graphs, pie charts, etc.), giving both students and faculty a quick idea of what concepts might need further review or preparation. This is a big help for students. According to freshman Genna Scalf, “Using the clickers helps you know what you need to study for on the tests.”

This new trend in teaching and learning has been quite successful on many college campuses in engaging students and enhancing their learning experience. Key improvements include structuring questions that go beyond simple recall and implementing strategies requiring dialogue, competition, and peer instruction. As instructors ask more questions dealing with predictions, comparisons, and causal relationships, students are able to think more conceptually and learn how to apply what they are learning.

UT Knoxville Professor Jamie Adcock, Chemistry, who began testing clickers during summer 2005, says that “I try to have the questions build upon one another to see if the students are not just giving back the readings, but if they really know how to apply the concepts.” According to junior Jonathan Thomas, “You’ve got to remember what we’ve talked about in previous classes to get the answers right, so you’ve got to be there [in class] and pay attention.”

Faculty also experience simple course improvements such as an increase in class attendance and student participation. “I think it’s a neat little device,” says freshman Jared Degear. “It actually motivates you to go to class.” In his biology class of approximately 660 students, Dr. Stan Guffey expressed that the technology “not only helps with attendance, but it helps the students pay attention to what’s going on in class.” He also likes polling the students on various issues, some controversial, to “see what their thoughts are.” The polling also helps him understand what their preconceptions are before he gets into the lesson. In some higher education classes, polling has also been effective in sparking class debates and discussions.

Faculty in the UT Knoxville clicker pilot study say that there is a learning curve, but the clickers have made a difference in the classroom and the students seem to enjoy them.

Any faculty member interested in using eInstruction’s CPSRF clicker technology should contact eInstruction at 1-888-707-6819 to request an instructor code. You will be shipped an instructor’s
kit which includes a receiver, software, and a response pad (clicker). As with textbooks, you will need to contact the UT Bookstore to place an order for response pads for students to purchase and register with eInstruction. ITC can provide on-campus training and assistance as needed to all faculty members using eInstruction’s CPSRF clicker technology. For more information, contact, Dr. Christina Goode at 974-6470 or e-mail cgoode@utk.edu.