Boyle, J., et al. (2001). The use of classroom feedback systems to enable active learning in large engineering mechanics classes, presented at the International Conference on Engineering Education, August 6 – 10, 2001 Oslo, Norway.

Abstract: Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students’ understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a ‘classroom communication system’. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students’ responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computer-generated, peer-generated and tutor-provided) to learning.
 

Copeland, H.L., et al. (1998). Making the continuing medical education lecture effective, The Journal of Continuing Education in the Health Professions, Vol. 18, pp. 227-234.

Abstract: Although the lecture appears to be synonymous with continuing medical education (CME), the effectiveness of lecture-based CME remains in question. Despite conflicting data, the lecture continues to be widely used in the delivery of CME. This study was conducted to identify the attributes of an effective medical lecture and to assess the impact of a computerized audience response system (ARS) in a large CME course. Data were prospectively collected over 3 years from physicians participating in an intensive review of an internal medicine course. Features of the effective medical lecture and the use of a computerized ARS in facilitating learning were assessed with a study-designed questionnaire. The most important features of the effective lecture included clarity and visibility of slides, relevance of material to the audience, and the speaker's ability to identify key issues, engage the audience, and present material clearly and with animation. More than 85% of respondents felt that the ARS facilitated teaching clinical reasoning and medical facts and helped maintain alertness and identify their weaknesses. Lectures using ARS were statistically significantly better rated than those not employing it. These data identify specific attributes of the effective medical lecture that faculty can use to optimize teaching in CME courses. ARS technology improves the perceived effectiveness of the medical lecture and may facilitate learning, especially with large audiences.
 

Cutts, Q., Kennedy, G., Mitchell, C., & Draper, S. (2004). Maximising dialogue in lectures using group response systems, presented at 7th IASTED Internat. Conf. on Computers and Advanced Technology in Education, Hawaii, 16-18th August 2004. Available at: http://www.dcs.gla.ac.uk/~quintin/papers/cate2004.pdf.

Abstract: Laurillard sees dialogue as a crucial component of learning and she states that it is almost impossible to achieve in lectures. This paper identifies eight impediments to dialogue in lectures, and shows how they are or can be overcome by (a) adjusting the activities that take place within lectures, (b) using existing Group Response Systems (GRSs), and (c) using extensions to GRSs proposed in this paper. In addition to facilitating dialogue within lectures, this paper shows how a record of the lecture-based dialogue could be used to improve learning environments outside the lecture.
 

Draper, S. W., & Brown, M.I. (2004). Increasing interactivity in lectures using an electronic voting system, Journal of Computer Assisted Learning 20, pp 81–94. Available at:  http://www.psy.gla.ac.uk/~steve/ilig/papers/draperbrown.pdf.

Abstract: An overview of the experience of the opening two years of an institution-wide project in introducing electronic voting equipment for lectures is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching – designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.
 

Horowitz, H.M. (1988). Student response systems: Interactivity in a classroom environment, presented at the Sixth Conference of Interactive Instruction Delivery for the Society of Applied Learning Technology (SALT).
 

Paschal, C.B. (2002). Formative assessment in physiology teaching using a wireless classroom communication system, Advances in Physiology Education, Vol. 26, No. 4, pp. 299-308.

Abstract: Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.
 

Nicol, D.J., & Boyle, J.T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom, Studies in Higher Education, 28(4), 458-473.

Abstract: Following concerns about the poor conceptual understanding shown by science students, two US research groups (Mazur, 1997: Dufresne et al., 1996) have been experimenting with the use of ‘classroom communication systems’ (CCSs) to promote dialogue in large classes. CCS technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions. Improvements in conceptual reasoning have been shown using these methods. However, these research groups have each piloted different discussion sequences. Hence little is known about which sequence is best and under what circumstances. This study compares the effects of each sequence on students’ experiences of learning in engineering in a UK university. The research methods included interviews, a survey and a critical incident questionnaire. The results demonstrated that the type of dialogue and the discussion sequence have important effects on learning. The findings are discussed in relation to social constructivist theories of learning and in relation to the implications for teaching in wired classrooms.

Poulis, J. et al. (1998). Physics lecturing with audience paced feedback, Better Education, Inc. Available at: http://www.bedu.com/Publications/PhysLectAPF.html.

Abstract: There is a considerable body of evidence supporting the view that traditional lecturing, where the students receive the lecturer's wisdom in full flow with only an occasional lapse into interaction, is flawed.' Attempts have been made in recent years to use technology in the form of computers and multimedia to improve upon the lecture, but, while clearly of growing importance, these are also encountering constraints. In this paper we describe the use of a different technique to improve lectures.
 

Presenters University. Can there be two-way communication with an entire audience? Available at: http://www.presentersuniversity.com/KISS_content_2way.php.

Abstract: Yes, there is a tool that allows you to provide two-way communication between a presenter and their audience. It is called an Audience Response System, or ARS for short. ARS is known to audiences by various names: electronic polling/voting system, reply system, group response system, classroom polling system, touchpads or "clickers" and "those things they use on the game shows." However you want to refer to them, they are an effective means of providing two-way communication between presenters and their audiences--one that is used all over the globe to help keep meeting attendees active and participating in meeting events. 
 

Robertson, L.J. (2000). Twelve tips for using a computerized interactive audience response system, Medical Teacher, Vol. 22, No. 3, pp. 237-239.

Abstract: The role of the lecture in medical education has recently been called into question. Adults learn more effectively through active learning therefore where is the place for the traditional lecture? This paper describes the use of a computerised audience response system to transform large group teaching sessions into active learning experiences, thereby securing a future for the lecture format. We pass on our tips, gleaned from our varied experiences using the system, for the successful design and running of such interactive sessions.
 

Roy, K.H. (1996). Pilot investigation of the utility of a student response system in medical student lectures, Journal of Audiovisual Media in Medicine, Vol. 19, No. 1, pp. 27-32.
 

Sahadeo, D. & Davis W.E. (1998). Review—Don’t Repeat, College Teaching, Vol. 36, No. 3, pp. 111-112.
 

Steinert, U., & Snell, L.S. (1999). Interactive lecturing: Strategies for increasing participation in large group presentations, Medical Teacher, Vol. 21, No. 1, pp. 37-42.

Abstract: Interactive lecturing involves an increased interchange between teachers, students and the lecture content. The use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both. This article describes a number
of interactive techniques that can be used in large group presentations as well as general strategies that can promote interactivity during lectures.