Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class

Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class

Quintin Cutts (University of Glasgow, UK)
DOI: 10.4018/978-1-59140-947-2.ch005
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Abstract

This chapter explores pedagogical and logistical issues arising from the extension, using an audience response system (ARS), of an existing module based on traditional 1-hour lectures, over a period of 4 years. The principal issues involve the limited time for equipment setup; the significant time taken to present each ARS question, and hence, the need to maximise the learning gain from each question asked; the importance of considering the pedagogical rationale for using the ARS; the complexity of remediation and the acknowledgement that not all student misunderstandings highlighted by the ARS can be addressed effectively within the lecture. The chapter offers suggestions on the following aspects of ARS use: the setting up in theatres, and distribution to students of ARS equipment; a range of pedagogical rationales underpinning question design; guidelines on session format and question structure; remediation issues both within and outside the lecture context.

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