|Title:||Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative|
|Publisher:||School of Economics and Political Science, The University of Sydney|
|Citation:||Innovation for Student Engagement in Economics: Proceedings of the Eleventh Australasian Teaching Economics Conference, Ed. Stephen L. Cheung, pp. 23-34|
|Abstract:||Improved achievement and satisfaction arise when classes are made interactive (Hake 1998). Elliot (2003) reports positive results when an electronic response system is introduced in a microeconomics course, but recognises confounding due to the simultaneous introduction of interactive methods. In a larger study, Draper and Brown (2004) conclude that any novelty effect is short term, and that designing for interaction is crucial. We explore the use of handheld keypads against a show of hands in accounting classes already designed for interaction. Response method alone is changed in each class, alternating between the electronic system and a show of hands. A significant preference for the former continues to exist, suggesting that the technology affords an additional incentive to engage, interact and understand. Anonymity is explored as a plausible explanation.|
|Type of Work:||Conference paper|
|Appears in Collections:||11th Australasian Teaching Economics Conference |
|03 Freeman Blayney.pdf||150.96 kB||Adobe PDF|
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