The ‘Millionaire’ method for encouraging participation

Encouraging students to participate during class time is important to facilitate the learning process and encourage deep learning to take place. However, students with certain cultural and education backgrounds are often reluctant to participate in class discussion. This article provides some initial insight into the use of the Personal Response System (PRS) to encourage class participation at the postgraduate level. I found that students' participation levels were increased when using the PRS, and further class discussion and debate was stimulated as a result.

[1]  R M Harden,et al.  An audiovisual technique for medical teaching. , 1968, Medical & biological illustration.

[2]  L. A. MacManaway.  Teaching methods in higher education–innovation and research , 1970 .

[3]  D. Bligh.  What's the Use of Lectures? , 1971 .

[4]  Graham Gibbs,et al.  53 Interesting Things to do in your Lectures , 1992 .

[5]  Accounting Education in China , 1994 .

[6]  J. Biggs,et al.  The Chinese Learner: Cultural, Psychological, and Contextual Influences. , 1996 .

[7]  D. McNamara,et al.  Overseas Students in Higher Education: Issues in Teaching and Learning , 1997 .

[8]  N. Cue,et al.  A Universal Learning Tool for Classrooms , 1998 .

[9]  R. Hake.  Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses , 1998 .

[10]  As seen on TV. , 1998, Nursing standard (Royal College of Nursing (Great Britain) : 1987).

[11]  J. Biggs,et al.  Teaching For Quality Learning At University , 1999 .

[12]  K. Trigwell,et al.  Understanding Learning and Teaching: the experience in higher education , 1999 .

[13]  Chinese students' perceptions of good accounting teaching , 1999 .

[14]  U. Lucas.  Deep and surface approaches to learning within introductory accounting: a phenomenographic study , 2001 .

[15]  W. Henry,et al.  Developing interviewing skills of accounting students on the Web – a case study approach , 2001 .

[16]  Alison Lane,et al.  Computer Aided Learning (CAL) and its impact on the performance of non-specialist accounting undergraduates , 2002 .

[17]  Quintin Cutts,et al.  Electronically enhanced classroom interaction , 2002 .

[18]  Lixian Jin,et al.  Communication for learning across cultures , 2002 .

[19]  Pru Marriott,et al.  A longitudinal study of undergraduate accounting students' learning style preferences at two UK universities , 2002 .

[20]  Barry Elliott,et al.  17 – Case study , 2002 .

[21]  'Virtual learning environments in business and management: A review of some recent developments' , 2003 .

[22]  Roger Ottewill,et al.  THE INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION , 2018 .

[23]  Caroline Ramsey,et al.  Using Virtual Learning Environments to Facilitate New Learning Relationships , 2003 .

[24]  Robert J. Liebler.  The five-minute quiz , 2003 .

[25]  Student Learning Style Preferences and Undergraduate Academic Performance at two UK Universities , 2003 .

[26]  Kimberlee D. Snyder.  Ropes, Poles, and Space , 2003 .

[27]  Caroline Elliott,et al.  Using a personal response system in economics teaching , 2003 .

[28]  Andrew McDonald,et al.  Accounting Education Through an Online-Supported Virtual Learning Environment , 2004 .

[29]  B. Cooper,et al.  The enigma of the Chinese learner , 2004 .

[30]  G. Boulton‐Lewis.  Teaching for quality learning at university , 2008 .