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1
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Classtalk: A classroom communication system for active learning
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R. J. Dufresne, W. J. Gerace, W. J. Leonard, J. P. Mestre, and L. Wenk, "Classtalk: A classroom communication system for active learning," J. Comput. Higher Educ. 7, 3-47 (1996).
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See (www.telr.osu.edu/clickers/) and (www.vanderbilt.edu/cfr/resources/ teaching-resources/technology/crs-biblio.htm) for discussion of voting machine use.
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See (www.telr.osu.edu/clickers/) and (www.vanderbilt.edu/cfr/resources/ teaching-resources/technology/crs-biblio.htm) for discussion of voting machine use.
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3
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39049101394
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See (www.turningtechnologies.com), (www.iclickers.com), and (www.quizdom.com) as examples of voting machine websites.
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See (www.turningtechnologies.com), (www.iclickers.com), and (www.quizdom.com) as examples of voting machine websites.
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4
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33646649993
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Linking teaching with learning
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Committee on Undergraduate Science Education, National Research Council National Academy Press, Washington DC
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Peer instruction: Ten years of experience and results
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Designing effective questions for classroom response system teaching
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Transforming the lecture-hall environment: The fully interactive physics lecture
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Meltzer, D.E.1
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Increasing interactivity in lectures using an electronic voting system
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S. W. Draper and M. I. Brown, "Increasing interactivity in lectures using an electronic voting system," J. Comput. Assisted Learning 20, 81-94 (2004);
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Draper, S.W.1
Brown, M.I.2
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Using an electronic voting system in logic lectures: One practitioner's application
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S. A. J. Stuart, M. I. Brown, and S. W. Draper, "Using an electronic voting system in logic lectures: One practitioner's application, J. Comput. Assisted Learning 20, 95-102 (2004).
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Stuart, S.A.J.1
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Toward the effective use of voting machines in physics lectures
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A. Van Heuvelen, ALPS Kit: Active Learning Problem Sheets, Mechanics (Hayden-McNeil, Plymouth, MI, 1990).
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Most of the material covered in voting machine questioning was covered by lectures in the non-voting machine classroom. This statement was validated by observing both voting machine and non-voting machine lecture sections during the fall quarter. Because most of the same material was covered for an approximately equivalent amount of time, small percentage specifically relates to the mechanics of taking a vote, typically 10% of lecture time
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Most of the material covered in voting machine questioning was covered by lectures in the non-voting machine classroom. This statement was validated by observing both voting machine and non-voting machine lecture sections during the fall quarter. Because most of the same material was covered for an approximately equivalent amount of time, "small percentage" specifically relates to the mechanics of taking a vote, typically 10% of lecture time.
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18
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0035591362
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Surveying students' conceptual knowledge of electricity and magnetism
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D. P. Maloney, T. L. O'Kuma, C. J. Hieggelke, and A. Van Heuvelen, "Surveying students' conceptual knowledge of electricity and magnetism," Am. J. Phys. 69, S12-S23 (2001).
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Deconstructing students' attitude to learning: A case study in IT education
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