Student Response Systems and Learning: Perceptions of the Student

ABSTRACT

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.

Keywords:

• Student response systems
• education
• pedagogy
• learning
• occupational therapy education

Declaration of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

About the Authors

Jeryl D. Benson, EdD, OTR/L, Assistant Professor, Occupational Therapy Department, Duquesne University, Pittsburgh, PA, USA; Kimberly A. Szucs, PhD, OTR/L, Assistant Professor, Occupational Therapy Department, Duquesne University, Pittsburgh, PA, USA; Meredith Taylor, BS, Graduate Student, Occupational Therapy Department, Duquesne University, Pittsburgh, PA, USA.