The Effectiveness of Implementing Classroom Response Systems in the Corporate Environment
Throughout education and training, instructors strive to create innovating as well as effective tools to assist their teaching skills. For this study, the researcher sought to determine whether the implementation of Classroom Response Systems (CRS) in a corporate environment would be an effective teaching method.
Participants in this study were composed of employees at a Columbus, Ohio reprographics company. The employees were divided into either a control group, which received strictly lecture-based learning, or a treatment group, which used CRS technology integrated within a lecture. Using a pre-test post-test design method, the researcher wanted to determine if there was a difference in the amount of knowledge gained between the two groups. Along with observing a knowledge transfer between the groups, the researcher also wanted to determine whether the CRS technology was easy to use. Finally, the researcher tied in age demographics to determine if Digital Natives were more comfortable with using technology within this study than Digital Immigrants, or vice-versa.
Analyses of the data indicated that there was a difference in scores between the participants using CRS technology integrated within their training lecture, and those students whose training was strictly lecture-based. The treatment group scores averaged 11% higher on their post-tests when compared to the control group scores. The researcher also observed participants disclosed in post-test results that CRS technology was easy to use, innovative, and kept their attention throughout the entire training session. The results of this study indicated that trainers, much like educators in higher education, must teach with engaging technologies as opposed to lecture-based pedagogies only.
School:Bowling Green State University
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:classroom response systems clickers corporate training effectiveness technology
Date of Publication:05/02/2009