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A multiple case study of instructors utilizing classroom response systems (CRS) to achieve pedagogical goals

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dc.contributor.authorMilholland, Eric Stanley, author
dc.contributor.authorKaminski, Karen, advisor
dc.contributor.authorTimpson, William, committee member
dc.contributor.authorMost, David, committee member
dc.contributor.authorMiller, Jeffrey, committee member
dc.date.accessioned2015-08-27T03:57:14Z
dc.date.available2015-08-27T03:57:14Z
dc.date.issued2015
dc.description.abstractThis study examined five instructors who have employed Classroom Response Systems (CRS) for a minimum of five years. Instructors were asked their initial pedagogical goals when adopting CRS, and also to describe any changes in those goals or use of the technology since that time. Emerging themes were identified using a multiple case study methodology. All instructors said their use of CRS evolved and changed from initial adoption to their current use of the technology today. Student engagement was the single ubiquitous reason provided for choosing to employ CRS. Other potential reason for using CRS include: peer instruction via group and cooperative learning, increasing student responsibility, reducing lecture while increasing interaction, employing deep learning pedagogy, redistributing classroom power back to students, increasing student achievement, and making classroom learning more enjoyable. No single technique appeared to be required to benefit from the use of CRS. Instructors described an assortment of practices they found personally successful in a variety of classroom sizes. Some even chose to utilize the same pedagogical techniques as if they were using CRS, but purposefully eschewed the devices because they found them too constraining for the desired learning outcome. This indicates that the teaching methodology was more important that the technology. CRS seems to be suitable for performing a variety of pedagogical tasks, even if it is not the ideal way to achieve any single one. Based on this research, it appears the greatest strength of CRS is that it can proficiently accomplish a multitude of learning goals in a relatively easy manner.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierMilholland_colostate_0053A_12936.pdf
dc.identifier.urihttp://hdl.handle.net/10217/166970
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectclassroom discussion
dc.subjectcontingent teaching
dc.subjectstudent engagement
dc.subjectclassroom response systems (CRS)
dc.subjectactive learning
dc.subjectpeer instruction
dc.titleA multiple case study of instructors utilizing classroom response systems (CRS) to achieve pedagogical goals
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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