Effects of a student response system on preclass preparation,learning, and class participation in a diverse classroom |
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| Authors: | Kenya V Beard Elsa-Sofia Morote Kellie Volcy |
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| Institution: | 1. Hunter College, New York, NY 10010, USA;2. Dowling College, Shirley, NY 11967, USA;3. University of Medicine and Dentistry of New Jersey, Newark, NJ 07101–1709, USA;1. Division of Cardiology, Sekikawa Hospital, Tokyo, Japan;2. Internal Medicine, Cardiology, and Intensive Care Unit, Nippon Medical School Musashi-Kosugi Hospital, Kanagawa, Japan;3. Department of Internal Medicine, Nippon Medical School, Tokyo, Japan |
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| Abstract: | As classrooms grow in diversity, educators may find it more challenging to create learning environments that meet the needs of all students. Pedagogical practices that facilitate discussion should be used to enhance learning for all students. However, engaging students in conversation becomes a daunting task if students have not completed preclass assignments. This study examines whether the student response system could promote learning, encourage participation, and motivate diverse students to prepare for class. |
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