White Papers

Continuous research is being done on the efficacy and best practices of Student Response Systems (SRSs). The links below represent only a portion of the kind of research happening on campuses around the world, giving a brief glimpse into how faculty are using SRSs to improve student learning outcomes and classroom interactivity.

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Disclaimer: None of the below web resources were created by or for i>clicker. These resources are not affiliated with i>clicker, nor do they specifically endorse i>clicker in any way.

Caldwell, Jane., Life Sciences Education.

Clickers in the large classroom: Current research and best-practice tips.

In one of the most thorough papers on the efficacy of SRSs in large classes, Dr. Jane Cardwell discusses her findings on the most impactful ways to utilize SRS technology, detailing relevant examples of best practices that will result in “...a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom.”

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Crouch, Catherine H., and Eric Mazur., American Journal of Physics (2001).

Peer Instruction: Ten Years of Experience and Results.

From renowned experts in the field, this paper presents data from 10 years of teaching using Peer Instruction (PI) in calculus and algebra-based introductory physics courses for non-majors. The results indicate an increased mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. It also discusses ways to improve the implementation of PI including the use of SRSs.

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Hoekstra, Angel, and Steganie Mollborn., Teaching Sociology (2010).

“A Meeting of Minds” Using Clickers for Critical Thinking and Discussion in Large Sociology Classes.

This article introduces the use of SRS technology in a social science/humanities setting. It outlines a new pedagogical model for SRS use that is designed to address sociological learning goals, including critical thinking, the application of concepts to real-life experiences, and critiques of sociological methods.

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Lea, Bih-Ru., Decision Line (2008): 7-11.

“Clickers Adoption in a Small Class Setting.”

Contrary to the common misconception that SRSs are only impactful in classes with large enrollments, this report presents several interesting observations of SRS applications in a small business class setting. It observes that students using SRSs are motivated to attend, prepare for, and stay focused during the class. SRSs also help students in small classes to confirm their understanding of materials and, consequently learn more effectively.

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Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., & Dubson, M., AIP Conference Proceedings. Vol. 951. 2007.

“Research-based Practices for Effective Clicker Use.”

i>clicker co-sponsored a research study at the University of Colorado at Boulder with a number of faculty in the Physics Department to test the efficacy of SRSs. The researchers studied the common pedagogical practices among faculty as well as the attitudes and beliefs among student SRS users across disciplines. The resulting research found correlations between student perceptions of SRS use and the ways in which this educational tool is used by faculty.

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DeBourgh, Gregory A., Nurse Educ. Pract. (2007)

Use of classroom “clickers” to promote acquisition of advanced reasoning skills.

This article describes the use of SRS technology in a baccalaureate nursing program to promote acquisition and application of advanced reasoning skills. Several methods are suggested for embedding formative assessment and the tactical use of questioning as feedback and a powerful learning tool. Operational aspects of SRS technology are summarized and students’ perceptions and satisfaction with their use of this teaching and learning technology are also described.

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Additional resources and tools can be found at Derek Bruff's Classroom Response System Web Site which features extensive and up-to-date bibliography