Encouraging college student active engagement in learning: Student response methods and anonymity.
The purpose of this study was to examine the role of anonymity in encouraging college students to be more cognitively engaged in lectures. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures using response methods of opposing degrees of anony...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 6; pp. 621 - 633 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Dec2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=126068586&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 126068586 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2017 vid: 33 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 126068586 126068586 126068586 10.1111/jcal.12205 126068586 ppf: 621 ppct: 12 formats: tig: atl: Encouraging college student active engagement in learning: Student response methods and anonymity. aug: au: Barr, M.L. affil: Department of Kinesiology, California State University, Fullerton, CA, USA sug: subj: Students, College Learning Lecture Privacy and Confidentiality Human P-Value Educational Technology Purposive Sample Male Female Random Sample Adult Surveys Adult: 19-44 years Male Female ab: The purpose of this study was to examine the role of anonymity in encouraging college students to be more cognitively engaged in lectures. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures using response methods of opposing degrees of anonymity, one using 'clickers' and the other using hand-raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods (* p = 0.000 and * p < 0.001, respectively). Participant survey responses revealed insight into student perceptions regarding the role of anonymity in encouraging their cognitive engagement during each of the lectures. From participant comments, four major dimensions emerged suggesting the anonymity of using clickers (a) increased participation; (b) influenced cognitive engagement; (c) allowed for normative comparisons and (d) allowed for more processing time. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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