According to a recent study in the Journal of Chemical Education, the subtleties of an instructor’s approach can make a huge difference to the success of peer instruction sessions embedded with Turning Technologies clickers.
The study – ‘Exploring peer instruction: Should cohort clicker responses appear during or after polling?’ – sought to measure how interactive response solution TurningPoint can assist pedagogy and active learning through its capability to present instructors with live student feedback during lectures.
Such results highlight how clickers can help promote deeper discussions where students learn from and with one another.
Dr. Russell Pearson, a senior lecturer in Organic and Medicinal Chemistry from the University of Keele and a Turning Technologies distinguished educator, said, “This clicker work describes an alternative model to Peer-Led Team Learning (PLTL), which usually requires two separate polling events either side of a discussion phase. Instead, a time efficient peer instruction format is described where the display of live cohort polling results generates an environment that fosters polling, discussions and re-polling in one single interchangeable phase that leads to favorable in-class performance.”
Pearson, an advocate of TurningPoint interactive polling software since 2017, further added, “Allowing cohort results to be displayed live whilst clicker teams repeatedly vote and engage in peer instruction during fast-moving problem-based learning sessions has highlighted evidence of both intra- and inter-team peer instruction. Such results highlight how clickers can help promote deeper discussions where students learn from and with one another.”
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