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Conserving time in the classroom: the clicker technique.

Authors :
Anderson LS
Healy AF
Kole JA
Bourne LE
Source :
Quarterly journal of experimental psychology (2006) [Q J Exp Psychol (Hove)] 2011 Aug; Vol. 64 (8), pp. 1457-62. Date of Electronic Publication: 2011 Jul 12.
Publication Year :
2011

Abstract

Any technique that conserves classroom instructional time without sacrificing the amount learned is of great educational value. This research compared a laboratory analogue of the clicker technique to analogues of other classroom pedagogical methods that all involve repeated testing during teaching. The clicker analogue mimics the classroom practice of dropping material that is understood by the majority of the class, as revealed by testing with clicker questions, from further lecture. A fact learning and retrieval paradigm was used, in which college students learned facts about unfamiliar countries. Compressing instruction time based on group-level performance produced as much learning as no compression and as compression based on individual-level performance. Results suggest that the clicker technique is an efficient and cost-effective method of conserving instructional time without loss of amount learned.

Details

Language :
English
ISSN :
1747-0226
Volume :
64
Issue :
8
Database :
MEDLINE
Journal :
Quarterly journal of experimental psychology (2006)
Publication Type :
Academic Journal
Accession number :
21745148
Full Text :
https://doi.org/10.1080/17470218.2011.593264