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548 Writing Recommendation Reports
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Task 2. Research faculty attitudes
Because student attendance, engagement, and participation increase with
the use of clickers, it makes sense that many instructors would like clickers.
Anecdotal evidence reported in Caldwell (2007) suggests that instructors do
enjoy the improved student engagement and perceive that students learn more
effectively in clicker courses.
However, the literature suggests (see Vanderbilt, 2010) that instructors have
cited problems with clicker use:
• Technical problems with the hardware or software can occur during a class.
• It takes time for an instructor to learn a system and use it effectively.
• It takes time for an instructor to embed clicker questions in teaching
materials (such as PowerPoint slides).
• Using clickers in class takes time away from other instructional activities.
• Changing a lesson “on the fly” or conducting a discussion in response to
clicker responses can disrupt the flow of a lesson.
We considered these findings in devising our questionnaires for CMSU
instructors.
We distributed Faculty Questionnaire 1 to the 16 instructors who had taught
with clickers at least two semesters. Of that number, 14 responded. Figure 2
shows the mean responses to the five questions (with 1 5 “strongly disagree”
and 6 5 “strongly agree”):
Even though the reader could Q1. I find it easy to use clickers in my lecture courses.
flip to Appendix A to read the Q2. Using clickers in my lecture classes improves student attendance and
questions, it is more convenient engagement.
to read the questions here, Q3. Using clickers in my lecture classes improves student learning.
along with the data they elicited. Q4. It is very important to me that CMSU select a versatile, dependable clicker
and provide adequate technical support for faculty who choose to use it.
Q5. If CMSU selects a good clicker and provides good technical support, I
will use it in my lecture courses.
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