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CBE-Life Sciences Education
written by Jennifer K. Knight, Sarah Wise, and Scott Sieke
Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. Many previous studies have shown that students benefit from discussing their ideas with one another in class. In this study of introductory biology students, we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning, some forms of questioning, and both on- and off-topic comments compared with discussion in the volunteer call condition. Although group random call does not impact student performance on clicker questions, the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning.
CBE-Life Sciences Education: Volume 15, Issue 4
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
= Peer Instruction
= Problem Solving
- Classroom Management
- Technology
= Audience Response
Education - Basic Research
- Behavior
= Social Interaction
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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© 2016 American Society for Cell Biology (ASCB)
DOI:
10.1187/cbe.16-02-0109
Keywords:
clicker systems, clickers, group learning
Record Creator:
Metadata instance created September 8, 2022 by Lauren Bauman
Record Updated:
December 15, 2022 by Caroline Hall
Last Update
when Cataloged:
November 18, 2016
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Record Link
AIP Format
J. Knight, S. Wise, and S. Sieke, , CBE Life. Sci. Educ. 15 (4), (2016), WWW Document, (https://doi.org/10.1187/cbe.16-02-0109).
AJP/PRST-PER
J. Knight, S. Wise, and S. Sieke, Group Random Call Can Positively Affect Student In-Class Clicker Discussions, CBE Life. Sci. Educ. 15 (4), (2016), <https://doi.org/10.1187/cbe.16-02-0109>.
APA Format
Knight, J., Wise, S., & Sieke, S. (2016, November 18). Group Random Call Can Positively Affect Student In-Class Clicker Discussions. CBE Life. Sci. Educ., 15(4). Retrieved December 3, 2023, from https://doi.org/10.1187/cbe.16-02-0109
Chicago Format
Knight, J, S. Wise, and S. Sieke. "Group Random Call Can Positively Affect Student In-Class Clicker Discussions." CBE Life. Sci. Educ. 15, no. 4, (November 18, 2016), https://doi.org/10.1187/cbe.16-02-0109 (accessed 3 December 2023).
MLA Format
Knight, Jennifer, Sarah Wise, and Scott Sieke. "Group Random Call Can Positively Affect Student In-Class Clicker Discussions." CBE Life. Sci. Educ. 15.4 (2016). 3 Dec. 2023 <https://doi.org/10.1187/cbe.16-02-0109>.
BibTeX Export Format
@article{ Author = "Jennifer Knight and Sarah Wise and Scott Sieke", Title = {Group Random Call Can Positively Affect Student In-Class Clicker Discussions}, Journal = {CBE Life. Sci. Educ.}, Volume = {15}, Number = {4}, Month = {November}, Year = {2016} }
Refer Export Format

%A Jennifer Knight %A Sarah Wise %A Scott Sieke %T Group Random Call Can Positively Affect Student In-Class Clicker Discussions %J CBE Life. Sci. Educ. %V 15 %N 4 %D November 18, 2016 %U https://doi.org/10.1187/cbe.16-02-0109 %O text/html

EndNote Export Format

%0 Journal Article %A Knight, Jennifer %A Wise, Sarah %A Sieke, Scott %D November 18, 2016 %T Group Random Call Can Positively Affect Student In-Class Clicker Discussions %J CBE Life. Sci. Educ. %V 15 %N 4 %8 November 18, 2016 %U https://doi.org/10.1187/cbe.16-02-0109


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