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dc.contributor.authorShaeri, Saeed
dc.contributor.authorHossain, Jahangir
dc.contributor.authorRahman, Anisur
dc.contributor.editorAman Oo, Arun Patel, Tim Hilditch, Siva Chandran
dc.date.accessioned2018-03-16T02:58:50Z
dc.date.available2018-03-16T02:58:50Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10072/123433
dc.description.abstractThe classroom response system (CRS) is one of the methods of blended learning combined with the best features of face-to-face interaction and it is increasingly used in different developed countries including Australia. In brief, a CRS consists of a radio signal transmitter or “clicker” in hand of the students/audience by which they respond to a particular question or simply poll. The lecturer’s or facilitator’s computer receives the responses immediately and then is able to present the output of received responses as histogram chart. Classroom response systems (clickers) provide a new dimension for interactivity in the classroom and active discussion which can help students to achieve learning outcomes. When interactivity is present, students are not only more motivated to learn but also more attentive, participative and likely to exchange ideas with instructors and fellow students. Even though some recent studies have tested the performance of clickers for enhancing learning outcomes, the scholarship of pedagogy with regard to clicker technology is still emerging. While clickers have been used in teaching Power Engineering and other engineering courses in Griffith School of Engineering, their effectiveness has not been measured and quantified. Analysing the benefits of clickers and their impact on students’ learning outcomes and exam performances are crucial to their future effective use.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherAustralasian Association for Engineering Education (AAEE)
dc.publisher.placeAustralia
dc.publisher.urihttp://www.aaee.net.au/index.php/conference/aaee-conference
dc.relation.ispartofconferencenameAAEE 2015
dc.relation.ispartofconferencetitleProceedings of the 26th Annual Conference of the Australasian Association for Engineering Education (AAEE 2015)
dc.relation.ispartofdatefrom2015-12-06
dc.relation.ispartofdateto2015-12-09
dc.relation.ispartoflocationGeelong, Australia
dc.subject.fieldofresearchLearning Sciences
dc.subject.fieldofresearchcode130309
dc.titleEffectiveness of using a classroom response system in enhancing classroom interactivity and students' learning
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
dc.description.versionVersion of Record (VoR)
gro.facultyGriffith Sciences, Griffith School of Engineering
gro.rights.copyright© 2015 Saeed Shaeri, Jahangir Hossein, Anisur Rahman: The authors assign to AAEE and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the World Wide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2015 conference proceedings. Any other usage is prohibited without the express permission of the authors.
gro.hasfulltextFull Text
gro.griffith.authorRahman, Anisur
gro.griffith.authorShaeri, Saeed
gro.griffith.authorHossain, Jahangir


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