| Conserving time in the classroom: The clicker technique. | |
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MedLine Citation:
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PMID: 21745148 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Any technique that conserves classroom instructional time without sacrificing the amount learned is of great educational value. This research compared a laboratory analogue of the clicker technique to analogues of other classroom pedagogical methods that all involve repeated testing during teaching. The clicker analogue mimics the classroom practice of dropping material that is understood by the majority of the class, as revealed by testing with clicker questions, from further lecture. A fact learning and retrieval paradigm was used, in which college students learned facts about unfamiliar countries. Compressing instruction time based on group-level performance produced as much learning as no compression and as compression based on individual-level performance. Results suggest that the clicker technique is an efficient and cost-effective method of conserving instructional time without loss of amount learned. |
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Authors:
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Lindsay S Anderson; Alice F Healy; James A Kole; Lyle E Bourne |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-6-21 |
Journal Detail:
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Title: Quarterly journal of experimental psychology (2006) Volume: - ISSN: 1747-0226 ISO Abbreviation: - Publication Date: 2011 Jun |
Date Detail:
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Created Date: 2011-7-12 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 101259775 Medline TA: Q J Exp Psychol (Colchester) Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Affiliation:
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a Department of Psychology and Neuroscience , University of Colorado Boulder , Boulder , CO , USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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