Classroom Response Systems: A Review of the Literature

@article{Fies2006ClassroomRS,
  title={Classroom Response Systems: A Review of the Literature},
  author={Carmen Fies and Jill A. Marshall},
  journal={Journal of Science Education and Technology},
  year={2006},
  volume={15},
  pages={101-109}
}
  • C. Fies, J. Marshall
  • Published 1 March 2006
  • Psychology
  • Journal of Science Education and Technology
As the frequency with which Classroom Response Systems (CRSs) are used is increasing, it becomes more and more important to define the affordances and limitations of these tools. Currently existing literature is largely either anecdotal or focuses on comparing CRS and non-CRS environments that are unequal in other aspects as well. In addition, the literature primarily describes situations in which the CRS is used to provide an individual as opposed to a group response. This article points to… 

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The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies

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This research aims to open the discussion for more social communication on courses and lessons on CRS-usage by providing grounding of social communication with CRS.

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A comprehensive review of teaching strategies used with ARS is offered and includes a discussion of general, motivational, assessment based, and learning based approaches.

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This paper presents a prototypical implementation of a classroom response system called PINGO (Peer Instruction for very large groups), which is offered to all instructors worldwide as a hosted service free of charge.

Use of audience response systems for summative assessment in large classes

The audience response system - technology that allows immediate compilation and display of a group's multiple choice input - is being shown effective in the classroom both in engaging students and

Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis.

To date, extensive research has been done on the use of au� dience Response Systems (aRSs) in colleges and universi� ties, but not in secondary schools. The purpose of this study was to conduct a

Application of Classroom Response Systems (CRS): Study to Measure Student Learning Outcome

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Research findings show that students consider CRS can improve class dynamics in theoretical lectures and almost all students have agreed with the assertion that CRS is easy to use, although some of them have warned that recipients do not always record their responses.
...

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