Classroom Response System Case Study

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Introduction
The use of a classroom response system (CRS), or “clickers” as they are commonly known as, can be an easy way to collect responses from every student during a lesson. This technology allows students to answer questions during a lecture anonymously. It also allows for the teacher and the students to receive instant feedback. The three studies that follow in this paper analyze CRS use and effectiveness in the classroom. My reflection follows.
Study 1 In the study “Metacognition and the influence of polling systems: how do clickers compare with low technology systems”, Brady, Seli, and Rosenthal investigated the use of CRSs compared to low technology polling and their influence on metacognition in students. The study was conducted with first year undergraduate students from three sections of the same course. One group used a CRS during class, one group used a low technology form of polling, and the other used both methods.
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However, their use causes negative feelings toward learning and students’ answers show conformity due to the fact that answer are not anonymous. CRSs result in students having more positive feelings and they greatly reduce conformity among students’ answers. The study found that a different kind of metacognition occurred when a CRS was used. Without the interruptions and peer comparisons that happen with low technology polling, students were able to engage with their learning through self-reflection and self-monitoring naturally throughout a lesson. The anonymity of CRSs allowed students to respond to questions more thoughtfully. It also allowed more shy students to answer questions and allowed students that have a fear of failing to feel more comfortable while they monitored their own

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