Electronic voting systems for lectures then and now: A comparison of research and practice

Abstract

Research and practice in the use of electronic voting systems has developed over the last five years. Electronic voting systems, also known as personal response systems, audience response systems or classroom communication systems, use handsets to elicit responses from students as part of structured teaching sessions, typically lectures. The use of this information has implications for pedagogy; they are associated with the introduction of interactive, discursive and more segmented approaches to teaching. The pedagogic and organizational implications of adopting such systems are summarized, along with the perceptions that staff and students hold. Comparisons are drawn between practice up to 2002 and between 2002 and2006; these reveal how both practice and research on this topic has matured, highlighting (for example) the development of models that seek to abstract and share practice. The paper concludes by outlining the ways in which such tools can be used to improve lecturing, and identifies an agenda for future work in this area.