Show simple item record

dc.contributor.advisorRobinson, Daniel H.en
dc.creatorGuerrero, Camiloen
dc.date.accessioned2010-10-04T16:43:56Zen
dc.date.accessioned2010-10-04T16:44:02Zen
dc.date.available2010-10-04T16:43:56Zen
dc.date.available2010-10-04T16:44:02Zen
dc.date.issued2010-05en
dc.date.submittedMay 2010en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2010-05-903en
dc.descriptiontexten
dc.description.abstractTechnology is enjoying an increasingly important role in many collegiate pedagogical designs. Contemporary research has become more focused on the ways that technology can contribute to learning outcomes. These studies provide a critical foundation for educational researchers who seek to incorporate and reap the benefits of new technologies in classroom environments. The aim of the present study is to empirically assess how combining an active, collaborative learning environment with a classroom response system (colloquially called “clickers”) in a postsecondary setting can influence and improve learning outcomes. To this end, the study proposes an instructional design utilizing two feedback response-formats (clickers and flashcards) and two response methods for answering in-class questions (collaborative peer instruction and individual). The theoretical bases that provide the academic structure for the five instructional conditions (control, clicker-response individual, clicker-response peer instruction, flashcard-response individual, and flashcard-response peer instruction) are the generative learning theory and social constructivism. Participants were 171 undergraduate students from an Educational Psychology subject pool from a large Southwest university. The researcher used a two-way analysis of covariance (ANCOVA) with two treatments (response format and collaboration level) as the between-subjects factors; students’ posttest scores as the dependent variable; and pretest scores as the covariate. Results showed no significant main effects; however, the study produced statistically significant findings that there was an interaction effect between the use of clickers and a peer instruction design. To follow up the interaction, the researcher conducted tests of the simple effects of response format within each collaboration condition, with the pretest as the covariate. Results showed that for students who collaborated, clickers were better than flashcards, whereas when students worked individually, there was no difference. This study builds upon existing studies by using a stronger empirical approach with more robust controls to evaluate the effects of a variety of instructional interventions, clicker and flashcard response systems and peer instruction on learning outcomes. It shows that clicker technology might be most effective when combined with collaborative methods. The discussion includes implications, limitations, and directions for future research.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectActive learningen
dc.subjectCollaborative learningen
dc.subjectClickersen
dc.subjectPeer instructionen
dc.subjectFeedbacken
dc.subjectTechnologyen
dc.subjectPostsecondaryen
dc.subjectAudience response systemen
dc.subjectStudent response systemen
dc.subjectPersonal response systemen
dc.titleFostering active learning through the use of feedback technologies and collaborative activities in a postsecondary settingen
dc.date.updated2010-10-04T16:44:02Zen
dc.contributor.committeeMemberBorich, Gary D.en
dc.contributor.committeeMemberKatayama, Andrew D.en
dc.contributor.committeeMemberSvinicki, Marilla D.en
dc.contributor.committeeMemberVaughn, Brandon K.en
dc.description.departmentEducational Psychology
dc.type.genrethesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


Files in this item

Icon

This item appears in the following Collection(s)

Show simple item record