Tailoring Clicker Technology to Problem-Based Learning: What's the Best Approach?

摘要

Different approaches to the use of "clickers" (also known as student response systems) were introduced to a cohort of 127 students over a two-year period with the aim of making students think more deeply in-class about their chemistry knowledge. Student performance was monitored, and individual, anonymous student feedback was frequently obtained using the clicker platform. This work, labeled Project Ponder, tracked the pedagogical benefit of clicker technology when applied to problem-based learning. In phase 1, multiple-choice questions (MCQs) were integrated into problem class sessions. All enrolled students received a clicker handset on a year-long loan, and their responses were anonymously recorded, with repolling and peer discussion where appropriate. Phase 2 adopted a team-based model using the same student cohort as they progressed into year 2 of their studies; however, only one handset was provided per team, which was programmed to score the team's final response to each question. More sophisticated handsets with an alphanumerical keypad were used to allow short-answer questions (SAQs) to be embedded alongside MCQs; additionally, this enabled individual free-text feedback using the handset's multiple response setting. Superior exam performance was taken as an indicator of clicker success. 94% and 100% of students agreed that clickers improved their learning experience, following phases 1 and 2, respectively, and 96-98% responded positively to expanding the project. The thoughtful way that phases 1 and 2 were developed was aided by frequently gauging the student view. The overwhelming preference for a team-based model over individual clicker use can be explained by greater peer instruction and discussion, and in this context helps address conflicting literature regarding the success of these two, very different, clicker approaches.