You are here:

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance ARTICLE

, , , , ,

Australasian Journal of Educational Technology Volume 34, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students\u2019 open-ended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students\u2019 attitudes towards the instructor\u2019s pedagogy without any negative consequences for performance.

Citation

Walker, R., Spangler, B., Lloyd, E., Walker, B., Wessels, P. & Summerville, A. (2018). Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance. Australasian Journal of Educational Technology, 34(3),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 22, 2018 from .

Keywords