International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China Versus in Canada

2017 ◽  
Vol 28 (2) ◽  
pp. 76-86
Author(s):  
Hong Fan ◽  
Jeffrey W. Power ◽  
Xiaofei Song
Keyword(s):  
Classroom Response Systems ◽  
Domestic Student ◽  
Response Systems ◽  
Student Differences ◽  
Classroom Response

Effectiveness of Clicker Classroom Response Systems in Small College Courses

2008 ◽  
Author(s):  
Katherine A. Becker ◽  
Jeana L. Magyar-Moe ◽  
Christina A. Burek ◽  
Amber K. McDougal ◽  
Autumn N. McKeel
Keyword(s):  
College Courses ◽  
Classroom Response Systems ◽  
Small College ◽  
Response Systems ◽  
Classroom Response

Using Levels of Inquiry in the Classroom

2012 ◽  
pp. 1-20 ◽  
Author(s):  
Jeffrey Rylander
Keyword(s):  
Instructional Technology ◽  
Locus Of Control ◽  
Learning Process ◽  
Science Classroom ◽  
Google Docs ◽  
Classroom Response Systems ◽  
New Concepts ◽  
Response Systems ◽  
Classroom Response ◽  
Student Inquiry

The development of major concepts in a science classroom is explored through the instructional framework of varying the level of student inquiry. An exploration experience, interactive demonstration, discovery experiment, and application challenge serve as this framework for increasing the level in which the students ask questions, devise methods to answer these questions, and develop answers to the questions. Instructional technology tools such as classroom response systems, Google Docs, the use of blogs, and WebAssign are integrated into the inquiry experience to support the learning process. This inquiry model shifts the locus of control from the teacher to the student, as the student’s familiarity with new concepts deepens.

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