Student Response Systems

Classroom Response Systems (CRS) or Clickers allow you to increase engagement in your classroom by asking well-chosen questions during a lecture and students can provide immediate feedback. Classroom Response Systems are a software and hardware-based system where students submit their answers using a Clicker, and the information is transmitted to a USB receiver at the podium where the instructor can see the results on the computer and then display compiled results to the class.

Teaching with the use of Clickers can promote active learning, create checks for student understanding, and encourage discussion and collaboration among students.

Faculty have two options for using a CRS in Missouri State classrooms – Turning® device which includes the clicker for the student and a receiver for the instructor, and a mobile platform that allows students to respond using their own laptop, tablet, or smartphone.

Tips and Ideas on Teaching with a Classroom Response System.

This 10-minute video Using Clickers in the Classroom, was created by Dr. Russell James from the University of Georgia, and he explains how he uses clickers in the classroom.

Contact the FCTL for additional information.

References

Ashtari, S. and Taylor, J. (2021). Winning together: Using game-based response systems to boot perception of learning. International Journal of Education and Development using Information and Communication Technology, 17(1), 123-141.

Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. Jossey-Bass.

Bruff, D. (2010). Multiple-choice questions you wouldn’t put on a test: Promoting deep learning using clickers. Essays on Teaching Excellence, 21(3).

Bruff, D. (2010). Classroom Response Systems (“Clickers”). Vanderbilt University Center for Teaching.

EDUCAUSE Learning Initiative. (2005). Seven things you should know about clickers.

Walklet, E., Davis, S., Farrelly, D., and Muse, K. (2016). The impact of student response systems on the learning experience of undergraduate psychology students. Psychology Teaching Review, I22(1), 35-48.