A Model for Successful Use of Student Response Systems

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Abstract

AIM

This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom.

BACKGROUND

Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement.

METHOD

The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting.

RESULTS

Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching.

CONCLUSIONS

The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

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