Jennifer D. E. Thomas, Danielle Morin, Marylène Gagné


The idea that clicker technology, a type of electronic polling technology, could have any relationship to students’ acquisition of higher-order learning skills is seen by many as highly unlikely, especially in large classes. Nonetheless, that is precisely what the results of this study seem to indicate. In a study of a large undergraduate Management course in Organizational Behaviour (OB) which blended clicker technology use, classroom lecture, and online course management content, students’ perceptions of the acquisition of higher-order thinking skills and team-building skills from the integration of these various resources in the course were solicited. Clicker technology, the aspect of the course reported in this paper, was favourably rated for the acquisition of critical thinking skills and problem-solving skills; it was somewhat less so for acquisition of research skills and creative idea generation, and the team-building skills. They also reported a preference for learning with clickers than without and felt its use increased student engagement.


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Paper Citation

in Harvard Style

D. E. Thomas J., Morin D. and Gagné M. (2011). CLICKERS AND DEEP LEARNING IN A LARGE UNDERGRADUATE MANAGEMENT COURSE? . In Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8425-50-8, pages 123-127. DOI: 10.5220/0003354601230127

in Bibtex Style

author={Jennifer D. E. Thomas and Danielle Morin and Marylène Gagné},
booktitle={Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU,
SN - 978-989-8425-50-8
AU - D. E. Thomas J.
AU - Morin D.
AU - Gagné M.
PY - 2011
SP - 123
EP - 127
DO - 10.5220/0003354601230127