The use of clickers in Instrumentation and Control Engineering Education: A Case Study
dc.contributor.author | Khan, Asiya | |
dc.date.accessioned | 2017-11-16T11:42:35Z | |
dc.date.available | 2017-11-16T11:42:35Z | |
dc.date.issued | 2017-12-10 | |
dc.identifier.issn | 1469-5898 | |
dc.identifier.issn | 1469-5898 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/10163 | |
dc.description.abstract |
This paper presents results from a small-scale study of third-year Instrumentation and Control Engineering (n = 37) at the University of Plymouth. The aim of the study was to enhance student learning and increase participation via the use of clickers. Clickers allow for student participation anonymously. The lecture content was modified to embed clicker questions at regular intervals to test knowledge, understanding and cognitive skills. Largely, the students preferred interactive lectures to traditional didactic lectures and using clickers increased student engagement and participation. Interestingly, compared to assessment results from the previous year, the increased level of engagement did seem to lead to an overall improvement in grades of approximately 10% in the subject of Control Engineering. However, in Instrumentation, the average fell by approximately 20%. One possible contributory factor of this drop could be the changed exam format for Instrumentation only. This year, the multiple choice section was removed from the Instrumentation examination paper. Furthermore, an analysis of variance showed that in addition to using clickers in the lectures, attendance plays a key role. Results of this small-scale study show that for a more complex subject like Control, student learning, engagement and attainment can increase by the use of clickers. | |
dc.format.extent | 271-282 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Taylor & Francis | |
dc.subject | 4 Quality Education | |
dc.title | The use of clickers in Instrumentation and Control Engineering Education: A Case Study | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.issue | 1-2 | |
plymouth.volume | 44 | |
plymouth.publication-status | Published | |
plymouth.journal | European Journal of Engineering Education | |
dc.identifier.doi | 10.1080/03043797.2017.1405240 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Science and Engineering | |
plymouth.organisational-group | /Plymouth/Faculty of Science and Engineering/School of Engineering, Computing and Mathematics | |
plymouth.organisational-group | /Plymouth/PS - Library and Educational Development | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA12 Engineering | |
plymouth.organisational-group | /Plymouth/Research Groups | |
plymouth.organisational-group | /Plymouth/Research Groups/Marine Institute | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dcterms.dateAccepted | 2017-11-07 | |
dc.rights.embargodate | 2018-11-16 | |
dc.identifier.eissn | 1469-5898 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1080/03043797.2017.1405240 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2017-12-10 | |
rioxxterms.type | Journal Article/Review |