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The Pedagogical Benefits of CRS use in Small-Group and Culturally- specific Settings: A Pilot use and Study of Student Perceptions
https://meilib.repo.nii.ac.jp/records/500
https://meilib.repo.nii.ac.jp/records/50033fa5037-6afc-4242-9be8-683bd9bc99d0
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mic.journal.2012.7hamilton.passos (573.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-07-12 | |||||
| タイトル | ||||||
| タイトル | The Pedagogical Benefits of CRS use in Small-Group and Culturally- specific Settings: A Pilot use and Study of Student Perceptions | |||||
| タイトル | ||||||
| タイトル | The Pedagogical Benefits of CRS use in Small-Group and Culturally- specific Settings: A Pilot use and Study of Student Perceptions | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Computer-supported collaborative learning | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | education support | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Clicker | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | enhancing teaching and learning | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Hamilton, Scot
× Hamilton, Scot |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 988 | |||||
| 姓名 | Passos, Anderson | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Electronic classroom response systems (or CRS) are tools used to engage students in material; promote discussion; and offer teachers an immediate way to measure lesson and learning effectiveness. Their benefits are well understood for large class sizes and lectures. However, we have been interested to study how they might perform in small classroom settings and to assist educators and students to overcome social and pedagogical constraints peculiar to Japan and ESL contexts. It’s mainly been our wish to find ways to circumvent a certain reticence on the part of students to participate more dynamically in classroom discussions and to offer feedback as to their comprehension of concepts. In this paper we begin by describing the general rationales for using CRS and some description of practices employed. This includes some anecdotal reflections. We then describe our very simple (and small sample size) survey results on student perceptions of the system(s). This generally revealed CRS to be positively viewed on self-assessment of performance and engagement; and as a continuous assessment tool (and welcome alternative to traditional mid-term and final exam formulae). Lastly, the authors discuss CRS juxtaposed with traditional and new constraints in teaching and urge educators to reckon with the cognitive and wider culturally affected and adapted attributes of today’s students. | |||||
| 書誌情報 |
比較文化 en : Comparative culture, the journal of Miyazaki International College 巻 17, p. 94-118, 発行日 2012 |
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| 出版者 | ||||||
| 出版者 | 宮崎国際大学 | |||||
| 出版者 | ||||||
| 出版者 | Miyazaki International College | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2432-2903 | |||||
