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Can Clickers Enhance Team Based Learning? Findings From A Computer Science Module

Maguire, Phil and Maguire, Rebecca (2013) Can Clickers Enhance Team Based Learning? Findings From A Computer Science Module. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 5 (3). 142 1-142 17. ISSN 2009-3160

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In this study we describe a novel use of clickers in a second year computer science module. In recent years instructors in higher education have begun introducing classroom technology so that students can anonymously respond to questions during lectures. Studies have shown considerable benefits in terms of attendance, classroom engagement and instructor feedback (Caldwell, 2007; Kay & LeSage, 2009). In this study students were partitioned into self-selected groups of three. 20% of the final module grade was earned by answering clicker questions during lectures in competition with other teams. We found that the use of clickers had a dramatic effect on both attendance and engagement in class compared to analogous modules where clickers were not employed. Students were far more likely to ask questions and defend their points of view, both before and after lectures. At the end of the semester the majority of students rated the clickers positively. However, the final module grade was lower than previous years. An anonymous survey suggested that although students enjoyed working in groups, they were less likely to take personal responsibility for their own learning when there were others on the team that could do the work. In light of this, we recommend allowing students to discuss clicker questions together during lectures, but awarding marks individually.

Item Type: Article
Subjects: Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
L Education > Group work in education
Divisions: School of Business > Staff Research and Publications
Depositing User: Caoimhe Ní Mhaicín
Date Deposited: 13 May 2014 12:50
Last Modified: 13 May 2014 12:50

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