Student Acceptance Of Clickers In Large Introductory Business Classes

• Published in: American journal of business education Vol. 4; no. 5; pp. 1 - 14
• Main Authors: Preis, Michael W., Kellar, Gregory M., Crosby, Elizabeth
• Format: Journal Article
• Language: English
• Published: Littleton The Clute Institute 01.05.2011; Clute Institute
• Subjects: Acceptance; Active learning; Audience Response Systems; Business Administration Education; Business education; Case studies; Classrooms; College Students; Course Descriptions; Educational Benefits; Educational technology; Interactive computer systems; Interactive learning; Introductory Courses; Large Group Instruction; Learning Processes; Learning Theories; Lecture Method; Management Development; Marketing; Multimedia; Software; Student Attitudes; Student Interests; Students; Studies; Teaching; Teaching Methods; Technology adoption; Undergraduate Study; United States (Midwest); University students
• ISSN: 1942-2504; 1942-2512
• DOI: 10.19030/ajbe.v4i5.4219

Today's NetGen students require more multimedia and interactive learning environments and greater participation than previous generations. Personal response devices (PRDs, sometimes called Audience Response Devices or ARDs, better known as clickers) show promise in helping to meet that need. This article explores the literature of PRDs to develop propositions about the impact of PRDs on learning in large introductory business classes (e.g., Principles of Marketing, Introduction to Supply Chain Management, Organizational Behavior, etc.). We report on two exploratory studies utilizing PRDs and discuss recommendations and observations on the use of PRDs. [PUBLICATION ABSTRACT]