Using audience response systems to amplify student learning in political science: a case study of electoral systems teaching
- 20 Downloads
Audience response systems (ARS) are now a very widespread technological teaching tool within political science, being used as either an opinion polling or an assessment tool in the classroom. This article presents a case study of an in-class demonstration using an ARS within an electoral systems and voting behaviour module to illustrate how these systems can be used in more innovative pedagogical ways to produce ‘teachable moments’ which facilitate high-level learning outcomes. It argues that political scientists should further emphasise the integration of pedagogical knowledge with technology and content knowledge to embed ARS technology within a more transformative learning process in order to amplify students’ understanding of political science concepts and aid the progression of learning.
KeywordsClickers Audience response systems Polling software Technology
- Beatty, I. 2004. Transforming Student Learning with Classroom Communication System. Educause Center for applied research: Research Bulletin 2004(3). Retrieved from https://arxiv.org/ftp/physics/papers/0508/0508129.pdf. Accessed 30 January 2017.
- Collins, L. 2007. Livening up the Classroom: Using Audience Response Systems to Promote Active Learning. Informatics Education 26(1): 81–88.Google Scholar
- Daniel, J.S. 1996. Mega-Universities and Knowledge Media: Technology Solutions for Higher Education. London: Kogan Page.Google Scholar
- Gross, J.L. 2002. Seeing is Believing: Classroom Demonstrations as Scientific Inquiry. Journal of Physics Teacher Education Online 1: 3–6.Google Scholar
- Koehler, M.J., and P. Mishra. 2009. What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education 9(1): 60–70.Google Scholar
- Lijphart, A., and B. Grofman. 1984. Choosing an Electoral System. In Choosing an Electoral System: Issues and Alternatives, ed. A. Lijphart and B. Grofman, 3–14. New York: Praeger.Google Scholar
- Mostert, M., and L. Quinn. 2009. Using ICTs in Teaching and Learning; Reflections on Professional Development of Academic Staff. International Journal of Education and Development using ICT 5(5): 72–84.Google Scholar
- Simelane, S., and P.M. Skhosana. 2012. Impact of Clicker Technology in a Mathematics Course. Knowledge Management & E-Learning: An International Journal 4(3): 279–292.Google Scholar
- Watling, S. 2009. Technology enhanced learning: a new digital divide? In The Future of Higher Education: Policy, Pedagogy and the Student Experience, ed. L. Bell, H. Stevenson, and M. Neary, 83–96. London: Continuum.Google Scholar