 |
Emily Balcetis |
| "I use clickers to enhance students' educational experience and keep them actively engaged in the learning process..." [more] |
| |
|
 |
Markus Boettcher |
| "The students generally agree that it keeps them engaged and connected to the lecture, and my experience is that they tend to come into class better prepared than when they don't expect to be asked any questions during the lecture." [more] |
| |
|
 |
Glen P. Jackson |
| "I use the clickers to ask quantitative analytical questions, concept questions, and to initiate peer-instruction." [more] |
| |
|
 |
Mark Lucas |
| "Sometimes I will ask students to predict the result of a demonstration which I then present. I try to integrate these questions as tightly into the flow of the lecture as possible." [more] |
| |
|
 |
Molly Morris |
| "Sometimes I have students work together, sometimes not. I like the idea of students feeling responsible for their answers. It helps motivate them to read the material before class." [more] |
| |
|
 |
Alycia L. Stigall |
| "The feedback that I have received from students in my course has been overwhelmingly positive. Students enjoy the ability to try out ideas and learn from mistakes." [more] |
| |
|
 |
Scott Titsworth |
| "Although the clickers met the formal goals set forth at the beginning of the project, it is worth noting that they far exceeded expectations. Through the process of introducing the clickers we were able to think differently about how a 'lecture' should be presented." [more] |
