Teaching with Clickers in the Large-Size Principles of Marketing Class

Abstract

Student response systems (aka “clickers”) are being increasingly employed in large-size collegiate classes with the hoped for outcome that students will attend these classes, pay attention, and be actively engaged in the class. However, the ability of clickers to deliver these desirable outcomes is mostly a function of how clickers are used, not whether or not they are used. This article reports on how clickers were used in a large-size Principles of Marketing class and student feedback on their use. The author uses this experience, student feedback, and related literature to make recommendations on how to effectively teach with clickers.