Clicking Toward Better Grades: The Use of Student Response Systems in Social Work Education

Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning o...

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Bibliographic Details
Published in:Journal of social work education 2018-04, Vol.54 (2), p.239-249
Main Authors: Voith, Laura A., Holmes, Megan R., Duda-Banwar, Janelle
Format: Article
Language:English
Subjects:
Audience Response Systems
Classroom response systems
Classrooms
College faculty
College students
Correlation
Educational systems
Learner Engagement
Learning
Lectures
Multiple Regression Analysis
Outcomes of Education
Professional training
Required Courses
Scores
Social response
Social systems
Social Work
Social work education
Statistical Analysis
Teaching
Technology
Technology Integration
Test scores
Undergraduate Students
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Summary:Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer studies have evaluated this technology in social work education. This study examined the effect of clickers on learning outcomes in an undergraduate social work course. Findings indicated that frequency of clicker use significantly contributed to increased test scores after controlling for important covariates, suggesting that clickers may be an effective tool in actively engaging social work students and promoting learning. Instructors guidelines for integrating technology into future social work courses are discussed.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.2017.1283268