Clickers in instruction: one campus, multiple perspectives

Purpose - This paper seeks to examine attitudes toward the use of clickers, as well as practicalities and pedagogical considerations that inform them. Drawing on interviews from a variety of viewpoints at one institution of higher education, this paper aims to situate a librarian perspective among t...

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Bibliographic Details
Published in:Library hi tech 2010-01, Vol.28 (1), p.8-21
Main Authors: Keogh, Patricia, Wang, Zhonghong
Format: Article
Language:English
Subjects:
Communication
Education, e-learning, training
Exact sciences and technology
Focus groups
Higher education
Information and communication sciences
Information science. Documentation
Learning
Librarians
Library and information science. General aspects
Miscellaneous
Sciences and techniques of general use
Studies
Teachers
Teaching
Teaching methods
Use and user studies. Information needs
User training
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Summary:Purpose - This paper seeks to examine attitudes toward the use of clickers, as well as practicalities and pedagogical considerations that inform them. Drawing on interviews from a variety of viewpoints at one institution of higher education, this paper aims to situate a librarian perspective among those of teaching faculty, administration, and students.Design methodology approach - This paper is a case study of a single institution of higher education in which the experiences of teaching faculty, an administrator, and a library faculty member are gathered using semi-structured interviews. Student opinions are obtained through the use of a focus-group interview.Findings - This paper provides attitudes and experiences of nursing teaching faculty who use clickers in their instruction, an administrator who purchased clickers for his department, and a library faculty member who uses clickers in bibliographic instruction, as well as those of nursing students who used the technology in class.Research limitations implications - Because of the nature of the research method employed, reported results may not be universally generalizable.Practical implications - This paper may help inform the choices of those deciding to use clickers in their instruction.Originality value - This paper fulfills an identified need to analyze reactions to clicker use in instruction among students, instructors, and other program participants, including librarians.
ISSN:0737-8831
2054-166X
DOI:10.1108/07378831011026661