Abstract
This study explored the effectiveness of using clickers in remote locations and investigated the impact of using clickers on the teaching and learning techniques that must be employed within a distributed multi-classroom setting. Participants (N=24) synchronously participated in a clicker incorporated seminar either face-to-face, remotely in a group or in remote individual offices. Post-seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives. Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged. The instructor reported that preparation time was increased due to the use of clickers, and that her awareness of remote students increased delivery time. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated technical support would decrease the ongoing time involved. Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in remote educational settings is more complex and time-consuming. It is vital to remember that the technology utilized is only a tool, and that learning that occurs and learners should be in the forefront.
Similar content being viewed by others
References
Johnstone, DB and Marcucci, P. Worldwide trends in higher education finance: Cost-sharing, student loans and the support of academic research. 2007 [cited 2010 March 1]; Available from: http://unesdoc.unesco.org/images/0015/001593A59387e.pdf
Harper, KC, Chen, K, and Yen DC. Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment. Technology in Society. 2004;26:585–598.
Ambient Insight. The US market for self-paced eLearning products and services: 2010–2015 forecast and analysis. 2011 [cited 2011 February 14]; Available from: http://www.ambientinsight.com/Resources/Documents/Ambient_Insight_2010_2015_US_eLearningMarket_Executive_Overview.pdf
Association of Faculties of Medicine of Canada (AFMC). The future of medical education in Canada (FMEC): A collective vision for MD education; 2010.
Association of Faculties of Medicine of Canada. 2006. Results of a survey of distributed medical education activities at Canadian faculties of medicine; 2006 [cited 2010 August 16]; Available from: http://www.afmc.ca/pdf/2006_dme_report.pdf
Premkumar, K and Coupai, C. Rules of engagement — 12 tips for successful use of “clickers” in the classroom. Medical Teacher. 2008;30:146–149.
Duncan, D. Clickers: New teaching aid with exceptional promise, Astronomy Education Review. 2006;5:70–88.
Rice, R and Bunz, U. Evaluating a wireless course feedback system: The role of demographic, expertise, fluency, competency, and usage. Simile. 2006;6:3.
Beatty, I. 2004, February 3. Transforming student learning with classroom communication systems. Research Bulletin 2(3), EDUCAUSE Center for Applied Research. 2004. [cited 2008 February 28]; Available from: http://arxiv.org/ftp/physics/papers/0508/0508129.pdf
Ebert-May, D, Brewer, C, and Allred S. Innovation in large lectures: Teaching for active learning. BioScience. 1997;47:601–607.
Hake, RR. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics. 1998;66:64–74.
Kennedy, GE and Cutts, QI. The association between students’ use of an electronic voting system and their learning outcomes. Journal of Computer Assisted Learning. 2005;21:260–268.
Office of Academic Planning and Assessment, University of Massachusetts, Amherst. Faculty Focus on Assessment. 2003; 3(2) [cited 2010 February 2]; Available from: http://www.umass.edu/oapa/oapa/publications/faculty_focus/faculty_focus_spring2003.pdf
Robertson, L. Twelve tips for using a computerized interactive response system. Medical Teacher. 2000;22:237–239.
West, J. Learning outcomes related to the use of personal response systems in large science courses, Academic Commons. 2005 [cited 2007 January 24]; Available from: http://www.academiccommons.org/commons/review/west-polling-technology
Martyn, M. Clickers in the classroom: An active learning approach. Educause quarterly. 2007; 30(2) [cited 2010 January 15]; Available from: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ClickersintheClassroomAnActive/157458
Sharma, MD, Khachan, J, Chan, B, and O’Byrne J. An investigation of the effectiveness of electronic classroom communication systems in large lecture classes. Australasian Journal of Educational Technology. 2005;21:137–154.
Elluminate Live! Full Edition 9.1.0_1426. Calgary, AB: Elluminate Inc.
Turning Technologies RemotePoll 1.2.0.9259. Turning Technologies Canada.
Turning Technologies Turning Point 4.2.3.231. Turning Technologies
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Premkumar, K., Coupal, C., Trinder, K. et al. Engaging Students with Clickers in a Distributed Environment — Lessons Learned. Med.Sci.Educ. 21, 336–346 (2011). https://doi.org/10.1007/BF03341734
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03341734