Introduction

CPUT invested in 100 clickers at the end of 2009 for use in the Extended

Curriculum Programme (ECP).

ECP allows lecturers more time to develop interactive approaches to

teaching and learning

A main challenge in the ECP Graphic Design course is the lack of student participation & engagement in class

discussions

Student Participation Levels

low average high participation

7

10 22

Student engagement is the single best predictor

of a student’s learning and personal development

(Kuh, 2009)

(Sandholtz et al., 1994)

Literature

Clickers & EngagementStudies link student engagement,

improved attention and focus to clickers. Improved attendance,

enjoyment and fun experienced in lectures are also attributed to

clickers(Addison, Wright, & Milner, 2009; Preszler et al., 2007;

Stagg & Lane, 2010; Trees & Jackson, 2007)

Clickers & ParticipationThey offer students an opportunity to

participate in class without “fear of ridicule, should they volunteer an

incorrect response” (Banks, 2006)

Clickers & ParticipationSecond language learners often

struggle to participate in class because of cultural factors

inhibiting active participation, such as lack of competency in the language of instruction

(Stagg & Lane, 2010)

Small Classes“very little attention has been paid to

the impact of clickers in small classes”

(Walker & Barwell, 2009:3)

Clickers & EngagementIn smaller classes, clickers’ main

benefit lies in “collaborative learning [amongst students] rather than the knowledge transfer from teacher to

learner (Walker & Barwell, 2009)

Clickers & Peer LearningMazur (1997) is one of the main

proponents of using clickers for peer learning, which can help normally struggling students to improve in

examinations.

Context

During 2010 three clicker interventions were designed and implemented

The interventions encouraged discussion through

non factual questions and peer voting

Data Collection

Findings

sharing opinions and learning from each other

3 themes

simplicity, novelty and entertainment

safe, non-threatening class environment

Attention

I enjoyed myself during the clicker class.

People get kind of involved in the process.

No one left the class bored or tired [but] happy and comfortable.

After the questions were all done, I wanted more!

Simplicity, novelty and entertainment (Kay & Lesage, 2009)

I find it to be very innovative, exciting and it grabs my attention

You have to refresh your mind and think about what you are going to answer ... it keeps our minds think[ing] all the time.

Participation

Staying anonymous [is good]: people are unsure of their answers or

they’re too embarrassed to say their answers or they’re scared that some

people might think of them differently, if they say something

wrong. Corresponding to other findings in the literature (Simpson & Oliver,

2007) the anonymity that clickers offer decreased fear

…feel free to talk with your own language ... then you can have a reason. Because you’re not that

perfect in English. That’s why you feel so scared. But I have a reason in isiXhosa, but I don’t know how to say

it in English. Stagg and Lane (2010)

Agree Disagree

I like that clicker answers are anonymous

Peer Learning

You hear other people’s opinions and then you can weigh it up with your

own ... and with that you can formulate a better answer.

You hear different explanations from other people about the things that

you don’t even know about.

The more people speak out their ideas, the more I think on adding to what they have said.

It helps widening the thinking and helps the flow of thinking juice.

Agree Disagree

I like to see what others are thinking

Agree Disagree

Clickers help us learn from each other

Each student should have their own clicker

Agree Disagree

Conclusion

Even if the process of collaborative decision-making necessitated

through peer-voting is not always a comfortable experience for students,

the development of this skill is crucial for future graphic designers.

The findings strengthen our view, that collaborative learning, rather than knowledge transfer from teacher to learner, should be emphasised in

small clicker classes.

Question

Thank You

References

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gachagod@cput.ac.za

morrisa@cput.ac.za

simone@cput.ac.za