摘要：Classroom response systems (clickers) are used in many courses at the University of Toronto (U of T), primarily to introduce interactive pedagogy and to engage students in lecture courses. We examined the use of clickers in various courses at U of T and interviewed over 30 instructors about their use of clickers in classes with a total enrolment of over 5,000 students. Students in these classes were surveyed about their perception of the value of this technology. The objectives of our study were to evaluate the logistics of using clickers, the pedagogical value and associated teaching strategies, and students’ perception of its efficacy in their learning. We discuss some of the successes and failures of using clickers as a teaching and learning tool.
