Using Audience Response Systems To Encourage Student Engagement And Reflection On Ethical Orientation And Behavior

The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess students ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal...

Full description

Saved in:
Bibliographic Details
Published in:Contemporary issues in education research (Littleton, Colo.) Colo.), 2011-10, Vol.4 (10), p.9
Main Author: Micheletto, Melinda J.
Format: Article
Language:English
Subjects:
Anonymity
Audience Response Systems
Audiences
Behavior
Business Administration Education
Business education
Business ethics
Classroom discussion
Classroom response systems
College students
Decision making
Ethical Instruction
Ethics
Experiential Learning
Learner Engagement
Learning
Learning activities
Marketing
Measurement Techniques
Pretests Posttests
Reflection
Student Attitudes
Student participation
Student Surveys
Studies
Teaching
Teaching methods
Topics
Undergraduate Students
United States (Northeast)
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess students ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices to respond anonymously to questions regarding specific business-related ethical scenarios in a Principles of Marketing class. Students were asked six questions regarding their own conduct in certain behaviors and one question to evaluate their self-reported level of ethicality before the lecture/discussion and then again after the lecture/discussion. Nearly ninety-two percent of the students (n=65) reported that they believed they were an ethical person at the beginning of the lecture/discussion and only seventy-three percent of the students (n=52) reported that they believed they were an ethical person at the end of the lecture/discussion. The study showed that an ARS can be used to engage students in classroom discussion that results in significant student reflection on the topic.
ISSN:1940-5847
1941-756X
DOI:10.19030/cier.v4i10.5970