Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS

Kjetil L. Nielsen; Gabrielle Hansen; John B. Stav

doi:10.3402/rlt.v21i0.18989

Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS

Kjetil L. Nielsen Sør-Trøndelag University College
Gabrielle Hansen Sør-Trøndelag University College
John B. Stav Sør-Trøndelag University College

DOI: https://doi.org/10.3402/rlt.v21i0.18989

Keywords: audience response systems, clickers, student attitudes, teaching pitfalls

Abstract

In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS) that we have found to negatively affect students’ experience of using SRS in lecture settings. By doing so, we hope to increase teachers’ awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS can have a significant negative impact on students’ experiences, especially when these aspects are often repeated. We cover areas such as consistency when using SRS, time usage, preparation, the experience level of the teachers with regard to SRS, teacher commitment and attitudes, teacher explanations, and how students fear that voting results can mislead the teacher. The data are based on 3 years of experience in developing and using an online SRS in classroom lectures, and they consist of focused (semistructured) student group interviews, student surveys and personal observations.

Keywords: audience response systems; clickers; student attitudes; teaching pitfalls

(Published: 11 June 2013)

Citation: Research in Learning Technology 2013, 21: 18989 - http://dx.doi.org/10.3402/rlt.v21i0.18989

Downloads

Download data is not yet available.

Published

2013-06-11

How to Cite

Nielsen K. L., Hansen G., & Stav J. B. (2013). Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.18989

Download Citation

Issue

Vol. 21 (2013)

Section

Original Research Articles

Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.