This article in the Journal of Geoscience Education describes a study that conducted a multi-faceted assessment of the use of electronic student response technologies in four sections of an introductory earth science class at Penn State University. Electronic student response technologies allow students to key in responses with remote control units to questions posed by an instructor in the classroom. They are used to assess teaching and learning methods in real time, and offer an exceptional means of introducing active learning protocols in classes with large enrollments. Quantitative and qualitative perception data from the students and the faculty are included.
Full Text of the article is available online.
