Use of Personal Response Systems in Higher Education – A Case Study

Rachel Or-Bach

International Journal of Higher Education, 2014, vol. 3, issue 3, 134

Abstract: The study reported in this paper involved the employment of specially designed learning activities based on the use of a Personal Response System (PRS). Instructors in variety of disciplines are increasingly using personal response systems to increase participation, engagement and active learning. Most studies stress the benefits of using a PRS when dealing with large groups; in this paper we stress learning benefits for small classes. We demonstrate in a context of two very different courses how the PRS use can foster formative interactions in class as well as focusing students on the main discipline-specific concepts and skills. We describe the characteristics of these two courses along with their educational goals and how it influenced the design of the PRS-based learning activities. We describe the formative interactions in class as triggered by the PRS-based questions, and we describe findings regarding students' perceptions of the various contributions of the PRS-based learning activities.

Date: 2014
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.sciedupress.com/journal/index.php/ijhe/article/download/5227/3182 (application/pdf)
https://www.sciedupress.com/journal/index.php/ijhe/article/view/5227 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:3:y:2014:i:3:p:134

Access Statistics for this article

More articles in International Journal of Higher Education from Sciedu Press Contact information at EDIRC.
Bibliographic data for series maintained by Sciedu Press ().