Classroom Response Systems: A Review of the Literature

@article{Fies2006ClassroomRS,
  title={Classroom Response Systems: A Review of the Literature},
  author={Carmen Fies and Jill A. Marshall},
  journal={Journal of Science Education and Technology},
  year={2006},
  volume={15},
  pages={101-109},
  url={https://api.semanticscholar.org/CorpusID:17608112}
}
  • C. FiesJ. Marshall
  • Published 1 March 2006
  • Education
  • Journal of Science Education and Technology
There is a need for a concerted research effort that rigorously explores conditions of use across diverse settings and pedagogies to define the affordances and limitations of Classroom Response Systems.

IT In the Classroom: Researching the Outcomes of Classroom Response Systems

A theoretical model based on TaskTechnology Fit and Kirkpatrick's four-level model of educational outcomes is proposed as a framework to organize the existing CRS technology research and study the impact of CRS technologies.

Enhancing the learning environment using classroom response systems

Classroom response systems (CRS) offer a management tool for engaging students in the classroom. These systems have been used in a variety of fields and at all levels of education. Typical goals of…

The C3 Framework: Evaluating Classroom Response System Interactions in University Classrooms

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies…

Making Classroom Response Systems More Social

This research aims to open the discussion for more social communication on courses and lessons on CRS-usage by providing grounding of social communication with CRS.

A strategic assessment of audience response systems used in higher education

A comprehensive review of teaching strategies used with ARS is offered and includes a discussion of general, motivational, assessment based, and learning based approaches.

Designing a Web-Based Classroom Response System

This paper presents a prototypical implementation of a classroom response system called PINGO (Peer Instruction for very large groups), which is offered to all instructors worldwide as a hosted service free of charge.

Use of audience response systems for summative assessment in large classes

The audience response system - technology that allows immediate compilation and display of a group's multiple choice input - is being shown effective in the classroom both in engaging students and…

Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis.

To date, extensive research has been done on the use of au� dience Response Systems (aRSs) in colleges and universi� ties, but not in secondary schools. The purpose of this study was to conduct a…
...

Classroom Response and Communication Systems: Research Review and Theory

The research on classroom response system technology and the related pedagogy and more advanced, but related technologies are reviewed, particularly with regard to the popular use of these systems to enhance questioning and feedback.

Peer Instruction: Results from a Range of Classrooms

We surveyed Peer Instruction users worldwide to collect data on their experiences with the pedagogy. Force Concept Inventory pre- and post-test scores at a range of institutions show learning gains…

Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom

This study compares the effects of each sequence on students' experiences of learning engineering in a UK university and demonstrated that the type of dialogue and the discussion sequence have important effects on learning.

Experience with classroom feedback systems to enable Socratic dialogue in large engineering classes

Many studies have demonstrated that concept tests followed by immediate feedback and peer discussion improve students' understanding of difficult concepts in science and engineering. These effects…

Restructuring the Classroom: Conditions for Productive Small Groups

Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included…

Promoting active learning in large classes using a classroom communication system

An overview of an instructional strategy aimed at promoting active learning in introductory physics courses and a discussion of the types of questions that have found work well in generating group, and class-wide discussions of physics concepts.

A TAXONOMY OF GENERATIVE ACTIVITY DESIGN SUPPORTED BY NEXT-GENERATION CLASSROOM NETWORKS

This work presents a taxonomy of generative activity design that has emerged from work in developing and then working with next generation systems, and examines how this level of technologically-supported interactivity and group- oriented design is new to classrooms.

Research to industry: four years of observations in classrooms using a network of handheld devices

    S. Davis
    Computer Science, Education
  • 2002
The networks' ability to facilitate exploratory data activities may make these types of activities more accessible to all teachers, and the ability of the network to let all students answer all questions may have an impact upon student engagement in the classroom.

ASK-IT/A2L: Assessing student knowlede with instructional technology

The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessment and classroom…

Classtalk: A classroom communication system for active learning

Teaching physics with a classroom communication system called Classtalk was found to be a useful tool not only for engaging students in active learning during the lecture hour but also for enhancing the overall communication within the classroom.