Journal of Science Education and Technology

, Volume 17, Issue 5, pp 483–499 | Cite as

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

Article

Abstract

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 capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C3 Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C3 Framework presented here applies across educational settings.

Keywords

Classroom Response System Educational technology Discourse Motivation 

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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.College of Education and Human Development, Interdisciplinary Learning and TeachingThe University of Texas at San AntonioSan AntonioUSA
  2. 2.College of Education, Curriculum and InstructionThe University of Texas at AustinAustinUSA

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