Resources

Case Studies

Using i>clicker is simple. The real work lies in creating meaningful teaching and learning experiences in the classroom. Fortunately, there are thousands of instructors who are doing innovative work and seeing real results with Student Response Systems (SRSs). The i>clicker Case Studies highlight thought leaders and provide valuable SRS best practices and creative teaching strategies to inspire others to transform the standard lecture with i>clicker.

Instructors who are interested in submitting a Case Study for publication on www1.iclicker.com should please contact marketing@iclicker.com.

Featured Case Study - Psychology

Angel Hoekstra, University of Colorado Boulder

"In one-page, optional, anonymous free writes about the use of clickers in this class, many students affirmed that clickers can be used to promote greater participation and solidarity as compared to traditional lecture courses."

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Accounting
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John Sanders, University of Maine

"I was thrilled to see that adding the [clicker] technology did engage [my students] - in both the technology itself and the course material. Using clickers throughout each lecture kept students attentive and helped to create a more energetic and dynamic environment."

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Astronomy
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Roger Freedman, University of California, Santa Barbara

"I encourage students to consult with their neighbors to reach a consensus about the answer. In this fashion, a large, impersonal lecture hall becomes an intimate discussion section, the students learn actively from each other, and they stay awake!"

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Biology
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Jeff Carmichael, University of North Dakota

"I was able to monitor the class's understanding of course material, and students were able to think about the material in a way that they would need to do during exams."

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Kevin Patton, St. Charles Community College

"Clicker questions provide a way to ask some of the questions that I know students will have difficulty with...and give me the opportunity to show them that they will have difficulty while showing them how to reason and solve the problem."

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Heather Tarleton, University of California, Los Angeles

"The i>clicker system enabled me to gauge student knowledge of important course material and identify common misconceptions or misunderstandings on the spot."

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Business Administration
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Michael Preis, PhD, University of Illinois, Urbana-Champaign

"The clickers helped to increase classroom attendance, as well as motivating students to read their textbooks."

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Campus Highlights
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Ball State University, Enhancing Student Engagement through Content Capture Software

"I was thrilled to see that adding the [clicker] technology did engage [my students] - in both the technology itself and the course material. Using clickers throughout each lecture kept students attentive and helped to create a more energetic and dynamic environment."

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Chemistry
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David Anderson, University of Colorado, Colorado Springs

"i>clickers have revolutionized my lectures by providing more interactivity and timely feedback in the classroom."

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Community College
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Dr. Matthew Badtke, Jackson Community College, Jackson MI

"I am always interested in adding things to do to engage students and get them more interested in class. They are more comfortable in anatomy and physiology than they are in microbiology, where they are more hesitant and not as excited about the material. i>clicker seemed a good way to go."

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Brett Nelson, San Jacinto College

“It’s not a big stretch for these students given what they do every day on their smartphones.”

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David Faul, San Jacinto College

“It’s [i>clicker] the easiest system of this type you will find, and at the very least, you will get students to participate who wouldn’t otherwise.”

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Economics
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Carl Liedholm, Michigan State University, Department of Economics

"In the past, when I posed questions directly to individual students, many would freeze and panic. With clickers, students are now engaged with a "relaxed alertness" because they can answer questions anonymously."

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Education
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Bill Fisk, Eugene T. Moore School of Education, Clemson University

"This methodology helped me move student understanding from simply the knowledge and comprehension levels to the application and even analysis levels."

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Engineering
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John Falconer, University of Colorado-Boulder

"Classroom attendance is higher now that I use i>clicker, and feedback from the students is very positive. A large proportion of the students in anonymous end-of-the-semester surveys list clickers as the best part of the course. More students ask questions, and the questions are more sophisticated."

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History
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John Majewski, University of California-Santa Barbara

"With i>clickers in hand, students became the active participants in their own learning that I'd hoped they would. Incorporating new technology into the classroom and providing a vehicle for expression helped to generate interest in course material."

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K-12
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Elisabeth Jaffe, Baruch College Campus High School

"I am amazed by how effectively I am able to engage students in the mathematical practices of the Common Core by having them listen to and critique their classmates responses to an i>clicker question in addition to defending their own answers. They are thinking critically and creating viable arguments."

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Languages and Humanities
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Joyce de Vries, Auburn University

"Students enjoyed using clickers and saw them as 'fun,' so they were more animated in class. In addition, students liked being asked their opinions and were eager to share their thought processes."

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Robert Fritz , Ball State University - Department of Modern Languages and Classics

"Second-language learning requires repetition and concentration. I believe i>clicker adds another dimension to the process of language acquisition through the greater repetition and concentration that is achieved with them."

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Cary Schawel, Oakton Community College

"The i>clicker system enabled me to gauge student knowledge of important course material and identify common misconceptions or misunderstandings on the spot."

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Kellie D. Weiss, Ball State University

"Clickers will not replace face-to-face discussion, but I believe that, when incorporated into humanities lectures early in the semester, they have the potential to hasten the process by which we become a trusting, engaged community of thinkers."

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Management
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Mike Gould, PhD, Martine Gould, and Susan Martin Gould, PhD, Colorado State University

"Students are more attentive, more engaged, and more likely to grasp and retain course material, and I am better able to monitor comprehension and adjust presentations and discussions to suit students' needs."

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Mathematics
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Lee R. Gibson, PhD, University of Louisville

"The biggest learning gains come from allowing the i>clicker questions to become a teaching strategy that transforms your classroom from an instructor-centered forum into a place where students are the central participants and must become a cooperative group of learners."

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Neuroscience
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Robbin Gibb, University of Lethbridge

"I ran up and down the hall showing everyone I could find that i>clickers made a tangible difference in this class."

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Nursing
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Deborah Fulmer, University of Arkansas-Fort Smith

"This type of tool provides a rare opportunity to excite students about learning and inspire them to take ownership of their own education."

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Pharmacy
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Lori Morin, University of Montana

"i>clickers keep the students accountable for the entire course. From doing the reading assignments, to actually attending class, to testing, students know they must participate. . . . They are not afraid to "click" their opinion where they might be afraid to "voice" their opinion. "

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Physics
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Marllin L. Simon, Auburn University

"Using clickers in the classroom forced me to create not only correct answers to questions but well thought-out incorrect answers designed to elucidate misconceptions among students."

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Political Science
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Mitchell Brown PhD, Auburn University

"Because clickers made it simple to give and grade weekly quizzes, I met my goal of regularly assessing student learning and providing prompt feedback. With this information, I could adjust lectures and discussions as needed to ensure that important concepts were grasped."

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Geoff Peterson, University of Wisconsin, Eau Claire

"It is clear that students perform better in class and feel more engaged in classes when clickers are used; whether this improvement is actually caused by the clickers themselves or by the ways in which clickers force me to adjust my teaching is not clear, but the causal mechanism is far less important to me than the end result-more-satisfied, more-engaged...

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Psychology
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Sue Frantz, Highline Community College

"After responding to a clicker question, students seemed more willing to discuss their responses with the people around them and the class as a whole because they knew they weren't the only ones who had a particular response."

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Angel Hoekstra, University of Colorado Boulder

"In one-page, optional, anonymous free writes about the use of clickers in this class, many students affirmed that clickers can be used to promote greater participation and solidarity as compared to traditional lecture courses."

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Eric Turkheimer, University of Virginia

"Not only did clickers allow me to give students a true taste of psychological questionnaires, the devices allowed students to fill out theose questionnaires in a fast and anonymous manner. Thus, information provided was honest and gave credence to the subsequent personality assessments performed."

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Sociology
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Dr. Melinda Messineo, Ball State University

"I was able to ask sensitive questions about religion, political views, attitudes about health care, poverty, and so on, and students could answer anonymously. They were extremely interested in hearing what their peers had to say on these issues."

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Statistics
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Georgie Baker, University of South Carolina

"With i>clickers, students have surpassed rote memory as an indicator of learning and demonstrated an appreciation for conceptual thinking."

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Jennifer J. Kaplan, Michigan State University

"Clickers allow me to collect, share, and use student data as part of my classroom presentations and activities. This information has the potential to not only apply concepts to real-world situations but also to capture student interest in a way that non-personal information cannot."

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