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A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

机译：STEM中Clicker实现样式的混合方法研究

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Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.
机译：带有答题器的主动学习是科学，技术，工程和数学领域的高招生，基于讲座的课程的常用方法。在这项研究中，我们描述了一个机构的教师在实施基于答题器的主动学习时所使用的程序，以及他们如何在课堂上布置这些活动。使用混合方法，我们基于定量观察数据将教师分为四种实施方式，并进行了定性访谈，以进一步了解为什么教师使用这些方式。我们发现，教师在实施答题器活动时倾向于使用类似的程序，但是在如何将基于答题器的主动学习置于课程中的方式上有所不同。这些变化归因于使用基于答题器的主动学习的不同教师目标，其中一些人利用它来吸引学生在整个课堂中的特定时间点参与学习，而另一些人则选择了它作为通过几种可能的教学技术来教授概念的最佳方法。未来的研究应继续调查并描述文献中的主动学习策略可能与所实施的策略有所不同。

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