Authors:
Jennifer D. E. Thomas
1
;
Danielle Morin
2
and
Marylène Gagné
2
Affiliations:
1
Pace University and Ivan Seidenberg School of CSIS, United States
;
2
Concordia University, Canada
Keyword(s):
Higher-order learning, Critical thinking, Deep learning, Technology and learning, Clickers.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Collaborative Learning
;
Computer-Supported Education
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
Abstract:
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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