Student Perceptions towards Using Clickers and Lecture Software Applications in Hospitality Lecture Courses
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Abstract:
Personal response systems (i.e., "clickers") have been used in classes for about 10 years, whereas lecture software that students access on their own devices is a relatively new technology in education. This study examined student engagement by integrating technology to promote active learning in lecture classrooms. A quasi-experiment was conducted to evaluate students' perceptions of clickers and lecture software applications compared to traditional lecture methods in three sections of the same hospitality undergraduate course. The findings revealed that "clickers" enhanced student engagement whereas a lecture software application did not. The findings have implications for using technology to enhance student learning.Keywords:
Hospitality
Student Engagement
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When faced with the challenge of student engagement in the hospitality classroom, instructional technology can aid in the instructional design of an active classroom. The present study examines the effect of classroom response systems, known as clickers, on student satisfaction in undergraduate hospitality courses. It seeks to identify the dimensions that contribute to student engagement and their role in satisfaction with using classroom technology. Students in 4 undergraduate hospitality classes that used clickers rated the experience using a 28-item student engagement scale. A total of 326 students completed the online survey, resulting in 267 usable surveys. Factor analysis revealed four key dimensions: knowledge, involvement, enjoyment, and active learning. Regression analysis indicated that overall satisfaction with the use of clicker technology is achieved with active learning.
Clicker
Hospitality
Student Engagement
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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The nationally-recognized Susquehanna
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