Ask the audience...Using clickers to enhance introductory business statistics courses

Nicole Koppel, Mark Berenson

Research output: Contribution to journalConference article

1 Citation (Scopus)

Abstract

Teaching introductory business statistics presents many challenges, including motivating students to engage in the learning process. This research presents a real-life application of incorporating radio-frequency clickers into the course delivery of introductory business statistics. These "clickers" are part of a student response system that allow students to answer questions and records their responses in real time during class meetings. Using clickers provides a fun and interactive way for faculty to get immediate feedback from students and gauge their level of understanding of class material. It permits the instructor to adjust the pace of the class according to students' understanding. Clickers also allow students to gauge their own understanding of the material and provide an opportunity to respond to in-class questions anonymously. This paper discusses an application of using clickers in an introductory business statistics courses and an analysis of the results of a student survey on perceived clicker classroom usage, along with a discussion of the lessons learned.

Original languageEnglish
JournalProceedings of the Information Systems Education Conference, ISECON
Volume25
StatePublished - 1 Dec 2008
Event25th Information Systems Education Conference, ISECON 2008 - Phoenix, AZ, United States
Duration: 6 Nov 20089 Nov 2008

Fingerprint

statistics
Statistics
Students
Industry
student
Gages
learning process
radio
instructor
Teaching
Feedback
classroom

Keywords

  • Active learning
  • Business statistics
  • Clickers
  • Student response systems

Cite this

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