Clicker approach in engineering design classrooms

Depending on the method or extend of its use in the classroom, Audience Response Systems (ARS) or Clickers, can have either negative or positive effect on student learning outcomes. There are many types of clicker technologies that can provide, wireless voting/polling responses, short text type responses, and now latest web-based technology using smart-phones or iPads for various responses. In many instances and literature, clicker technology can be utilised to probe student knowledge of the lecture topic, initiate student in-class discussion, attention, instantaneous feedback and interaction with peers and lecturer. The challenges are with large Engineering Design classes where there is lack of feedback and attention in classes. PURPOSE The aim of this study was to evaluate two main clicker approaches, undertaken separately throughout the first and second semester, in order to improve student learning outcomes through in-class interaction, feedback, attention and response accuracy. DESIGN/METHOD Two approaches were applied to simultaneously implement and evaluate RMIT University's Engineering Design courses offered at year 3 undergraduate and postgraduate levels. In semester 1, clicker responses were open-ended texts with occasional multiple-choice questions (polling type responses). Students shared their clickers with their team members and any responses depend on individual or collective decisions, with student semi-anonymity being addressed. In semester 2, polling type responses with 'probing question' and the 'peer-learning' model (also known as 'peer instruction') was applied, based on full-anonymity, control and experimental study groups. Paper-based surveys were administered at 5 time-points in order to collect and analyse data.