FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W232105820> ?p ?o ?g. }

• W232105820 endingPage "64" @default.
• W232105820 startingPage "55" @default.
• W232105820 abstract "1. INTRODUCTION The challenges associated with teaching core introductory management information systems (MIS) courses are shared by many. After acclimating to the sheer size of the lecture room and the volume of students (often with triple digit enrollments), the instructor must confront the larger issue of actively engaging students and sustaining their interest throughout the semester. This problem is exacerbated with the reality that a majority of students in an introductory MIS course are non-MIS majors, whom have little motivation to attend or to actively participate. This large lecture format also imposes common problems that are difficult to overcome with traditional teaching practices. Taking attendance is nearly impossible, seating charts are out of the question, in-class student activities are a logistical nightmare, group projects are too time consuming to properly manage, in-class surveys are great (but who has time to count all of the hands) and the list goes on. This paper is intended to address these challenges by presenting a real life application of an in-class, radio-frequency (RF) based classroom response system (CRS; a.k.a. clickers) in a core introductory MIS course for business students. Although the use of clickers in a classroom is no panacea, they most certainly provide significant inroads towards managing the challenges inherent in a large lecture format course. The driving research questions motivating this study include: how can CRS be effectively used to assist with overcoming inherent challenges of large lecture classrooms? What system features and traits should be sought in a classroom response system? Using a background of research in effective teaching and learning, this case study details the technical implementation and integration of an RF-based classroom response system with the course curriculum, as well as the significant benefits, lessons learned and effective practices discovered in the process. This manuscript is vendor-neutral, with a focus on system traits, features and practices that were found to be effective in enhancing the teaching and learning process. 2. BACKGROUND 2.1 A Review of Effective Learning Principles in the Classroom Before discussing the technology, one should first consider the underlying goals to be accomplished by implementing CRS in the classroom. The research literature on learning discusses a number of concepts that promote effective learning in the classroom. Active learning, providing feedback, increasing attention span, and motivation are the four learning principles that have been identified as being particularly challenging to the large-lecture format class (Beatty, 2004, Bergtrom, 2006) and of Net Generation learners (Robinson and Ritzko, 2006). Active learning refers to techniques that require students to actively process and apply information to learn as opposed to passive listening (Meyer and Jones, 1993). The key characteristic of active learning that makes it a powerful technique is that active engagement involves higher-order thinking (such as analysis, synthesis, evaluation), which results in greater learning, understanding, and retention (Beatty, 2004; Bonk and Cunningham, 1998; Bonwell and Eison, 1991; Thalheimer, 2003). Providing feedback in the classroom is another technique that has been found to enhance learning (Bangert-Downs, et al., 1991). Successful feedback in the classroom refers to providing information to the student that draws attention to the learning process, thereby improving performance in the classroom (Kluger and DeNisi, 1996). Not only is feedback important, the timing in which the feedback is given is also important. A number of studies have found that immediate feedback is more effective than delayed feedback (see Azevedo and Bernard, 1995; Kulik and Kulik, 1988). The process of giving feedback repeatedly can also help maintain student attention span. Attention span deals with selectively attending to and extracting information from the environment (Bandura, 1986). …" @default.
• W232105820 created "2016-06-24" @default.
• W232105820 creator A5009055829 @default.
• W232105820 creator A5052709771 @default.
• W232105820 date "2008-02-01" @default.
• W232105820 modified "2023-09-26" @default.
• W232105820 title "Clicking to Learn: A Case Study of Embedding Radio-Frequency based Clickers in an Introductory Management Information Systems Course" @default.
• W232105820 hasPublicationYear "2008" @default.
• W232105820 type Work @default.
• W232105820 sameAs 232105820 @default.
• W232105820 citedByCount "30" @default.
• W232105820 countsByYear W2321058202012 @default.
• W232105820 countsByYear W2321058202013 @default.
• W232105820 countsByYear W2321058202014 @default.
• W232105820 countsByYear W2321058202017 @default.
• W232105820 crossrefType "journal-article" @default.
• W232105820 hasAuthorship W232105820A5009055829 @default.
• W232105820 hasAuthorship W232105820A5052709771 @default.
• W232105820 hasConcept C142724271 @default.
• W232105820 hasConcept C145420912 @default.
• W232105820 hasConcept C154945302 @default.
• W232105820 hasConcept C15744967 @default.
• W232105820 hasConcept C162324750 @default.
• W232105820 hasConcept C204787440 @default.
• W232105820 hasConcept C26993612 @default.
• W232105820 hasConcept C2777212361 @default.
• W232105820 hasConcept C2778156053 @default.
• W232105820 hasConcept C2778173179 @default.
• W232105820 hasConcept C2778208468 @default.
• W232105820 hasConcept C2779114481 @default.
• W232105820 hasConcept C2779923759 @default.
• W232105820 hasConcept C41008148 @default.
• W232105820 hasConcept C49774154 @default.
• W232105820 hasConcept C50522688 @default.
• W232105820 hasConcept C71924100 @default.
• W232105820 hasConceptScore W232105820C142724271 @default.
• W232105820 hasConceptScore W232105820C145420912 @default.
• W232105820 hasConceptScore W232105820C154945302 @default.
• W232105820 hasConceptScore W232105820C15744967 @default.
• W232105820 hasConceptScore W232105820C162324750 @default.
• W232105820 hasConceptScore W232105820C204787440 @default.
• W232105820 hasConceptScore W232105820C26993612 @default.
• W232105820 hasConceptScore W232105820C2777212361 @default.
• W232105820 hasConceptScore W232105820C2778156053 @default.
• W232105820 hasConceptScore W232105820C2778173179 @default.
• W232105820 hasConceptScore W232105820C2778208468 @default.
• W232105820 hasConceptScore W232105820C2779114481 @default.
• W232105820 hasConceptScore W232105820C2779923759 @default.
• W232105820 hasConceptScore W232105820C41008148 @default.
• W232105820 hasConceptScore W232105820C49774154 @default.
• W232105820 hasConceptScore W232105820C50522688 @default.
• W232105820 hasConceptScore W232105820C71924100 @default.
• W232105820 hasIssue "1" @default.
• W232105820 hasLocation W2321058201 @default.
• W232105820 hasOpenAccess W232105820 @default.
• W232105820 hasPrimaryLocation W2321058201 @default.
• W232105820 hasRelatedWork W1861995071 @default.
• W232105820 hasRelatedWork W1964352311 @default.
• W232105820 hasRelatedWork W1972184317 @default.
• W232105820 hasRelatedWork W2022219728 @default.
• W232105820 hasRelatedWork W2063234143 @default.
• W232105820 hasRelatedWork W2072829335 @default.
• W232105820 hasRelatedWork W2094505669 @default.
• W232105820 hasRelatedWork W2119372911 @default.
• W232105820 hasRelatedWork W2126436154 @default.
• W232105820 hasRelatedWork W2127573943 @default.
• W232105820 hasRelatedWork W2128759733 @default.
• W232105820 hasRelatedWork W2150087940 @default.
• W232105820 hasRelatedWork W2153376439 @default.
• W232105820 hasRelatedWork W2159971101 @default.
• W232105820 hasRelatedWork W2162540929 @default.
• W232105820 hasRelatedWork W2166711035 @default.
• W232105820 hasRelatedWork W2166946056 @default.
• W232105820 hasRelatedWork W2338022203 @default.
• W232105820 hasRelatedWork W29367112 @default.
• W232105820 hasRelatedWork W3121987034 @default.
• W232105820 hasVolume "19" @default.
• W232105820 isParatext "false" @default.
• W232105820 isRetracted "false" @default.
• W232105820 magId "232105820" @default.
• W232105820 workType "article" @default.