I will be starting a series of article reviews on active learning: Today I would discuss the article written by Katz et al. on Considerations for using personal Wi-Fi enabled devices as “clickers” in a large university class.
This work presents an overview of using students personal Wi-Fi enabled devices as clickers in large university teaching halls. The authors in this article present student perceptions of clicker use in general. The findings from the article show that majority of the students preferred using their personal devices as clickers. Moreover, they gave a very positive feedback on the use of clickers. However, what they did not like is that clickers could be used to track their attendance and participation. The authors argue that using student’s personal devices can help save several minutes of their class time which is spent in distribution and collection of traditional clickers.
In my opinion, I too agree with the authors that by using student’s personal devices will surely help save my class time that is spent in distribution and collection. Traditional clicker systems come with handheld devices and radio frequency receiver. Modern clickers at the universities are Wi-Fi enabled, enabling students to use their personal smartphones, tablets, or laptops instead of a handheld device. However, most of the lectures have not considered this option.
Wi-Fi enabled personal devices as clickers consider the anonymity of a student response generating a safer environment for teaching (A4, V1-2) similar to that of traditional ones that encourage the student engagement. However, for a student’s personal device to work as a clicker in teaching halls, an extensive Wi-Fi network is needed such as edurom. Often Wi-Fi network at the Universities have poor connectivity which can make the student responses unregistered. Moreover, Wi-Fi needs extra response time when compared to radio frequency. Overall, in general the responses gained from the clickers whether Wi-Fi enabled or traditional, can be used for a real-time feedback and on spot formative assessment (A3-4, K4-5).
Katz, L., Hallam, M.C., Duvall, M.M. and Polsky, Z., 2017. Considerations for using personal Wi-Fi enabled devices as “clickers” in a large university class. Active Learning in Higher Education, p.1469787417693495.