English  |  正體中文  |  简体中文  |  Items with full text/Total items : 63983/96696 (66%)
Visitors : 3671113      Online Users : 155
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/123391


    Title: Do we click in the right way? A meta-analytic review of clicker-integrated instruction
    Authors: Chien, Yu-Ta;Chang, Yueh-Hsia;Chang, Chun-Yen
    Keywords: ClickerInstant response system;Clicker-integrated instruction;Learning outcome;Academic learning
    Date: 2016-02
    Issue Date: 2023-04-28 17:55:59 (UTC+8)
    Publisher: Elsevier BV
    Abstract: Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clicker-integrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far there is no consistent and clear framework to explain why the use of clickers is effective or ineffective to facilitate academic learning outcomes. Based on the literature from the 1970s to the early 2010s, this review article identifies and summarizes the theoretical aspects accounting for possible relations between clicker-integrated instruction and academic learning outcomes. The theoretical aspects are subsequently evaluated and expanded in reference to primary studies. The results suggest that the superior effect of clicker-integrated instruction, compared to conventional lectures, stands on firm empirical ground. In addition, engaging students in explaining and justifying their answers to clicker questions is highly recommended because such an instructional strategy is associated with positive and strong effect sizes on academic learning outcomes.
    Relation: Educational Research Review 17, p.1-18
    DOI: 10.1016/j.edurev.2015.10.003
    Appears in Collections:[Depatrment of Education and Futures Design] Journal Article

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML42View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback