Center for Integrative Research on Cognition, Learning, and Education.
Career Center.
CBE Life Sci Educ. 2018 Jun;17(2):ar30. doi: 10.1187/cbe.17-08-0180.
Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.
在科学、技术、工程和数学领域的高招生、基于讲座的课程中，使用点击器进行主动学习是一种常见的方法。在这项研究中，我们描述了一所机构的教师在实施基于点击器的主动学习时所采用的程序，以及他们如何将这些活动融入他们的课程中。我们使用混合方法，根据定量观察数据将教师分为四种实施风格，并进行了定性访谈，以进一步了解教师为什么采用这些风格。我们发现，教师在实施点击器活动时往往采用类似的程序，但在将基于点击器的主动学习融入课程方面存在差异。这些差异归因于教师使用基于点击器的主动学习的不同目标，有些教师希望在课程的特定时间点吸引学生，而有些教师则选择它作为教授几个可能的教学技巧中的概念的最佳方法。未来的研究应该继续调查和描述文献中的主动学习策略与实际实施之间可能存在的差异。
