Power Dimensions of the Use of Clickers in the Classroom and Other Interventions  

作　　者：Christopher M. Hartt 

机构地区：[1]Dalhousie University, Halifax, Canada

出　　处：《US-China Education Review(A)》2014年第11期760-771,共12页美中教育评论（A）

摘　　要：Management 2383 is a core course in a business degree offered to second year students. It is their first introduction to the specific aspects of human behaviour related to organizations but not the introduction to classes of 250 for most of these students. In 2008, the author experimented with technologically mediated attendance and participation tracking in both the large classes and the required weekly labs of 25 students. This paper examines the effect on attendance and the course power structure of this intervention in the context of other measures related to student and faculty evaluation in the ＂modern＂ business university. The techniques used are compared to instruments found in organizations which aim to achieve similar measures. Climatologically, the relationship between the use of these measures and the movement toward experiential learning and ＂business-like＂ practices in business schools comes into the discussion.

关 键 词：sensemaking large class educational technology POWER student engagement 

分 类 号：TN86[电子电信—信息与通信工程] G424.21[文化科学—课程与教学论]