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U N I V E R S I T Y O F P I T T S B U R G H |
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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U N I V E R S I T Y O F P I T T S B U R G H |
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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Electronic Student Response SystemsNatasha Tokowicz, Psychology, finds that electronic student response systems (SRS) have numerous advantages over the “pop” quizzes she formerly gave in her introductory classes. Also known as classroom, electronic, and interactive audience response systems, they provide students with a wireless, hand-held pad that allows them to electronically reply to classroom questions and receive immediate graphic feedback. The questions and anonymous results are presented on a large screen for all to observe. Tokowicz, who holds a split appointment with the Learning Research and Development Center (LRDC), said the response systems motivate students to keep up with homework, and she is able to set higher expectations since students know they will be asked about what they have read. An additional benefit is the immediate feedback students get on their responses and the opportunity Tokowicz has to correct their misconceptions. She frequently asks questions to determine if students have understood materials from the textbook or lecture and then uses the displayed results to start a conversation based on why they selected certain answers. SRS questions and feedback also provide a break in the middle of a lecture, engaging students when their attention begins to wander, Tokowicz points out. Tokowicz has found varied ways to use the software. For example, when she asks a question both before and after class discussion, she and the students keenly note the dramatic change in responses and enjoy comparing prior knowledge with subsequent knowledge. Interestingly, students are gratified when the class as a whole performs well and dismayed when the class does not do well on a particular question, according to Tokowicz. The SRS works especially well to demonstrate particular psychology topics. For example, when students were read a list of words and asked to report those they remembered, their responses perfectly predicted the principles of memory they were studying. Electronic response system technology requires more learning on the part of faculty than, for example, PowerPoint, according to Michael Arenth, assistant director of CIDDE’s Instructional Media Services. Media Services provides demonstrations of the technology, connects receivers, and distributes and collects transmitters for up to 128 students. CIDDE’s Faculty Instructional Development Lab (FIDL) staff offer help with loading software, configuring a PC, building questions within the software, and linking questions to student responses. In classes of more than 128 students, Arenth said students would purchase transmitters, available through some textbook publishers, and register them online so that the instructor gets a roster of students and can track responses. Faculty can obtain further information and arrange to use an SRS by contacting Arenth at arenth@pitt.edu or 412-648-7236. | ||||||||||||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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