USING STUDENT RESPONSE SYSTEMS (CLICKERS) IN REDESIGNING A BLENDED LEARNING CURRICULUM Charlotte L.V. Thoms, Hope D. Williams Rochester Institute of Technology (UNITED STATES)
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Abstract Fundamental teaching strategies (lectures, case studies, and research activities) are enhanced by adding new approaches in a dynamic socio-educational environment. Students use their left brain to comprehend essential concepts and are then challenged to be as creative as the right brain will allow. By bridging both, an innovative curriculum model is implemented. Student Response Systems, also known as clickers, are one approach employed in this model. Clickers can lessen “confusion and misunderstanding of the material presented.”[1] TurningPoint© slideshows are used to transform traditional PowerPoint presentations into interactive, student-focused experiences. The Business Studies courses at the National Institute for the Deaf (NTID) are taught in a blendedlearning format. Students engage in traditional activities augmented by online coursework and in-class activities that include the use of clickers for the acquisition and retention of business concepts. This pedagogical strategy engages both the analytical nature of the left brain and the creative nature of the right brain. The outcomes are reflective thinking, independent learning, and transfer of skills learned from other classes. Students become active participants who are involved, highly-motivated, and eager to provide feedback confirming their acquisition of course materials. Although numerous strategies are utilized, including game-based reviews, the clicker review has emerged as the only method specifically requested by our students. Clickers have proven beneficial to students and teachers. The results from the pre-course and postexamination illustrate the phenomenal grasp of the course materials within the ten-week quarter. We find that students enjoy the fast-paced process and compete rigorously with themselves to improve the pre-course examination scores. Teachers enjoy the higher achievement and interaction in the classroom. Keywords: Clickers, deaf and hard-of-hearing, blended learning.
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INTRODUCTION
As one of the eight colleges of Rochester Institute of Technology (RIT), NTID provides over 1,474 deaf and hard-of-hearing students with state-of-the-art technical and professional programs complemented by strong liberal arts and science curricula. Through the Business Studies Department, students earn associate degrees in Accounting Technology, Administrative Support Technology, or Business Technology. Demographically, the diverse student population of NTID is comprised of 52% males, 48% females, 24% minority students, and 5% international students from 50 states and 20 foreign countries.[2] Students from the Business Studies Department and other majors enroll in the General Business courses (Orientation to Business, Fundamentals of Management, and Fundamentals of Marketing). The modes of communication used at NTID are as diverse as the demographics. Therefore, NTID’s instructors employ a variety of communication strategies to teach course materials including American Sign Language (ASL), speech, writing, and visual aids.
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TEACHING PHILOSOPHY
Our teaching practices are guided by the philosophy of RIT’s President William Destler who stated, “The convergence of innovation and creativity on this campus clearly gives RIT an unfair advantage. When ‘left brain and right brain’ students engage with RIT’s outstanding faculty, a learning environment is created where innovation and creativity flourish,” [3]. This philosophy leads the instructor to incorporate the integration of the left and right hemispheres in the instruction of deaf and
Proceedings of ICERI2010 Conference. 15th-17th November 2010, Madrid, Spain.
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hard-of-hearing adults. Although we do not need to explore the depths of Springer and Deutsch’s theory on the left and right hemispheres, we can philosophically apply the premise that the two hemispheres can function and complement each other for the acquisition and retention of the course content. [4] According to Nobel Prize winner, Roger Sperry, “There appears to be two modes of thinking, verbal and nonverbal, represented rather separately in left and right hemispheres respectively and that our education system, as well as science in general, tends to neglect the nonverbal form of intellect. What it comes down to is that modern society discriminates against the right hemisphere.” [5] English is a second language for many deaf students. Because the General Business courses are reading intensive, the challenge becomes to learn, comprehend, and adapt for use at least 600 vocabulary words and their conceptual links to other business terms in three academic quarters. At this rapid pace, retention becomes a critical issue. These Net Generation students appreciate interactive approaches to learning that stimulate attentiveness and participation [6]. American Sign Language (ASL) is a complex visual-spatial language that is used by the Deaf community in the United States and English-speaking parts of Canada. It is a linguistically complete, natural language and is the native language of many Deaf men and women, as well as some hearing children born into Deaf families [7]. The visualizations coupled with the tactical use of the clickers allow the logic of the left brain to link with the spatial perceptions of the right brain as expressed in the Destler and Sperry comments. They become the underpinning strategy of using clickers in redesigning a blended learning curriculum. Fundamental teaching strategies like lectures, case studies, and research activities are enhanced by adding new approaches in an engaging socio-educational environment. Students engage in writing journals; the use of clickers for acquisition and retention of business concepts; role play; and hands-on activities. Then they are encouraged to create their own methodology for presenting course content to each other. Students principally depend on their professors to bridge the complexity of language, diversity, and learning styles. Following the suggestion of the Learning Pyramid [8] regarding the average retention rate using various methods of instruction, teaching deaf adults successfully would require minimal lecturing and reading. [See Fig. 1.] Visual learners “enjoy visual stimulation,…are not pleased with lectures, and may think in pictures, and learn best from visual display.” [9]
Fig. 0 006589
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BLENDED LEARNING
The Business Studies courses are taught in a blended-learning format with expected outcomes of critical reflective thinking, independent learning, and transition of skills learned from other classes. We define a blended course as one that • •
integrates online instruction with traditional face-to-face class activities in a planned, pedagogically-sound manner. replaces a portion (anywhere from 25-50 percent) of face-to-face time with online activity [10]
Effective teaching is demonstrated by the ability to put into practice what has been learned whether it is the use of a vocabulary word or role playing as supervisor of the Sustainability Department. This controversial pyramid, whose provenance is often forgotten, is used only as a reminder to teachers in higher education to draw on a diversity of activities and methods. By following the percentages, teachers can help students to learn, “to inform themselves, to integrate their new knowledge, to engage in critical reflection, evaluation, and dialogue.” [11]
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USING CLICKERS
As shown in Fig. 2, the Turning Point Response Card RF® clickers are small wireless units with a keypad exhibiting letters and numbers. The signals are transmitted from the clickers to a receiver attached to the teacher’s computer. The teacher controls when polling is opened, closed, and tabulated. Responses are immediately displayed to class via charts or graphs. Each clicker can be registered to a specific student giving the instructor individualized information, or it can also be used effectively without registration.
Fig. 0 With the click of a key, students become energized by the anonymity of their answers and excited when they can compare peer responses. As the chart or graph appears, a lively discussion ensues. The professor can interject comments for clarity based on the real-time feedback. This confirms comprehension of content materials or the lack thereof. TurningPoint® software is used to convert an existing or newly-created Microsoft PowerPoint presentation. Once the software is downloaded to the computer, a TurningPoint® toolbar is displayed under the familiar PowerPoint toolbar. Clicker slides can be inserted in an existing presentation, or the entire presentation can be comprised of clicker slides. In formulating questions, the software allows for a myriad of choices such as true/false or multiple choice questions. Ice breaker and Likert slides are also available. Clickers enable the teacher to
engage all students in an interactive, non-threatening learning environment. motivate students to pay attention, thereby improving their performance. increase student involvement and enjoyment in the learning process. provide instant feedback and thereby immediately identify concepts that are proving difficult for students to grasp [1]. evaluate student mastery of content [1]. spark discussion. assess student preparedness.
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METHODOLOGY
Prior to each use, a quick test is conducted of the polling function, keypad range, or any advanced features to be performed. This test generally takes less than three minutes. The students decide if they will respond individually or as a group.
5.1
Individual response
The students respond to each question individually, then compare their answers with other students in the class once the graph is displayed.
5.2
Group response
The students form groups with two or three other students. The groups are usually sectioned by gender, student selection, or teacher assignment. A captain is selected, and only the team captain will use a clicker. This method stimulates the most discussion. As Beatty, Gerace, & Dufresne (2006) stated, “The idea is that by having students think about and answer questions, and discuss them within small groups or as a class, their minds will engage with the material, and active learning will happen. Research suggests that this expectation is generally fulfilled,” [12].
5.3
Review session
To begin the review session, the teacher displays a question. If the students have selected the individual method, time is allowed for them to read the question. The teacher controls the interactive slideshow by pressing the arrow key to open the polling and launch the countdown timer. As the students answer, a counter reveals the number of responses. When the time expires, the teacher presses the arrow key to reveal the correct answer. The students, without provocation, engage in lively discussion. They have become accustomed to thinking quickly and weeding out information that is not pertinent to the answer. At the teacher’s discretion, the arrow key is pressed to illustrate a chart (vertical, horizontal, or 3D pie) indicating the collective responses of the class. With the group method, the question is shown to the class and additional time is allotted for a discussion. Depending on the complexity of the answer, each question is given a different amount of time. After the countdown timer starts, the same procedure is used for both the group and the individual students. An obvious disparity shows on the graph from individual responses versus group responses. Once the correct answer is shown, the teacher, a student, or the group captain can interject as much information as needed to clarify the question and the answer. Because of their versatility and ease of use, clickers were immediately recognized as a potential tool for enhancing student acquisition and retention of business vocabulary and concepts. Existing, traditional PowerPoint presentations can quickly be transformed into clicker slides; this became an instant attraction for the teacher. As Beatty, et al. (2006) affirmed, “every question should serve an explicit pedagogic purpose: a specific activity to induce in students’ minds, not just a piece of topic matter to cover,” [11]. Thus, clicker use becomes a win-win for the teacher and the student. Repetition is cloaked in an interactive clicker slide instead of simply repeating the same words in a lecture format.
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TEACHER PERCEPTIONS
We do not want to oversimplify our process or hail the clickers as a utopian answer to imparting knowledge that is the essence of learning. However, our experiences and the feedback from students have been generally positive. Our findings are • • • • • • •
existing PowerPoint presentations can be converted into interactive slides. clickers can be used successfully in small classes not just large lecture halls. students enjoy using clickers; moreover, they request them. clickers can transform traditional lectures into dynamic, engaging learning experiences. clickers can improve student performance. clickers can improve teacher performance enabling them to customize their classes. using clickers, the length of a review session can be reduced as the students will cover more information with alertness and responsiveness.
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Benefits to the Teacher The use of the clickers fostered an interactive learning environment where the students thrived. Clickers enabled the teacher to • • • •
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assess student attentiveness. determine the level of interest and comprehension of topics. receive real-time feedback. Hence, the teacher can tailor the class discussion based on student needs. enjoy the stimulating group discussions.
STUDENT PERCEPTIONS
Benefits to the Students Students benefit by improved test scores and enhanced soft skills. Improvement on the comprehensive tests: A pre-course examination is given on the first day of class and the same test is given on the last day of class. The test is comprised of 100 questions consisting of true/false, multiple choice, vocabulary, discussion, and questions for analysis. The results from the pre-course and post-examination illustrate the phenomenal grasp of the course materials within the ten weeks. We find that students enjoy the process and compete rigorously. Overall, the students demonstrated an increase in comprehension of General Business concepts. The average grade on the pre-course examination was 37% while the average on the test taken on the last day of class was 82%. The students were pleased with their improved grades. They also experienced enhancements in their application of soft skills by applying the vocabulary terms to activities in the class as they worked in teams. Subtle skills were learned like chain of command, leadership techniques, and time management as students assumed mock supervisory roles. The table below indicates student response to the clicker use in the classroom. To assess student satisfaction with clicker usage, 40 students from management and marketing classes were asked to complete an online ten-question survey. Overall, the students were satisfied with the use of clickers in the classroom. Table 1 Survey Results – Business Studies Courses (n=40)
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Clickers are easy to use.
63%
35%
2%
0%
0%
Classes were more interesting when we used clickers.
60%
30%
6%
4%
0%
My test scores improved because the clicker exercises helped me to better understand the course materials.
53%
30%
14%
3%
0%
I was more likely to remember information later when clickers were used for reviews.
45%
45%
10%
0%
0%
I wish my professor would use clickers more often.
48%
36%
16%
0%
0%
I felt more comfortable participating because no one knew how I responded.
50%
35%
9%
3%
3%
Clickers helped me review for tests.
50%
40%
10%
0%
0%
I enjoyed seeing how the other students responded.
54%
33%
10%
0%
3%
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I wish more professors would use clickers.
55%
38%
7%
0%
0%
Overall, I am satisfied with the use of clickers in my class.
63%
25%
12%
0%
0%
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CONCLUSION
The use of the clickers as a tool for retention has proven invaluable. With minimal effort, traditional PowerPoint® presentations can be converted into TurningPoint® slideshows. Teachers and students reap the benefits of real-time feedback and full class participation. By challenging students to utilize both the analytical and creative functions of the brain, they become less concerned about grades. They become motivated to transform lectures, research, and journals into meaningful, engaging experiences. Furthermore, soft skills are developed in a natural manner while working in teams. Although many strategies are employed to foster acquisition and retention of course materials, clickers are recognized as popular and effective methods for lessening “confusion or misunderstanding of the material presented.” [1] In the past, many other strategies have been utilized, including game-based formats. However, the clicker review is the only method specifically requested by our students. NTID students clearly benefit from the review sessions and enjoy classes that are more lively, motivating, and engaging.
REFERENCES [1] Educause Learning Initiative. (2005). 7 things you should know about…clickers. Retrieved from http://www.educause.edu/eli/ [2] Rochester Institute of Technology/National Technical Institute for the Deaf. Annual Report. October 1, 2008 – September 30, 2009. [3] Destler, W. (2009). State of the institute www.rit.edu/president/papers/State of the Institute2009.pdf
address.
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[4] Sprinter, S.P., & Deutsch, G. (1985). Left brain right brain Revised Edition. New York: W.H. Freeman and Co. [5] Eden, D. (2010) Left brain/right brain. Retrieved from Dan Eden: viewzone2.com/bicamx.html [6] Oblinger, D., & Oblinger J. (2005). Is it age or IT: First steps toward understanding the net generation. In Oblinger, D., & Oblinger, J. (Eds.), Educating the net generation. (pp. 2.1-2.20). [7] Valli, C., & Lucas, C. (2000). Linguistics of American Sign Language: An introduction. Washington, D.C.: Gallaudet University Press, p. 343. [8] The learning pyramid (n.d.). NTL Institute for Applied Behavioral Science. Alexandria, VA 22314. 1-800-777-5227.NTL Institute for Applied Behavioral Science. Retrieved from National Training Laboratories: http://lowery.tamu.edu/Teaming/Morgan1/sld023.htm [9] Characteristics of visual pdfs/LS_Visual_Learner.pdf
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http://www.lehigh.edu/~inacsup/cas/-
[10] What is a Blended Course at RIT? (n.d.). Retrieved from online.rit.edu/faculty/blended/overview.cfm [11] Magennis, S., & Farrell, A. (2005). Teaching and learning activities: Expanding the repertoire to support student learning. Retrieved from http://www.aishe.org/readings/2005-1/magennis.pdf
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[12] Beatty, I., Leonard, W.J., Gerace, W.J., & Dufresne, Robert J. (2006). Question driven instruction: Teaching science (Well) with an audience response system. In D. Banks (Ed), Audience response systems in higher education (p. 107). Hershey, PA: Information Science Publishing.
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