The challenges associated with teaching a core introductory management information systems (MIS) course are well known (large class sizes serving a majority of non-MIS majors, sustaining student interests, encouraging class participation, etc.). This study offers a mechanism towards managing these challenges through the use of a simple and effective innovation referred to as classroom response systems (a.k.a. clickers). Although clickers are not necessarily new, recent enhancements in the technology (such as radio-frequency and integration with presentation software) have made them easier to manage, with greater reliability and flexibility. This paper presents a case study of the development, implementation and integration of clickers into an introductory MIS course. The benefits, lessons learned and effective practices of integrating the technology in a large lecture format are provided. The case study findings are supplemented with results from student surveys administered to three sections of the same course based on clicker use levels (high, low and no usage). The study found that the use of clickers significantly improved students' perceived performance in the course and classes with clickers experienced greater attendance levels and higher correlations of student performance and attendance. Furthermore, the greater the volume of clicker usage, the more favorable student perceptions were in terms of active learning, motivation, and providing feedback.
Nelson, Matthew L. and Hauck, Roslin V.
"Clicking to Learn: A Case Study of Embedding Radio-Frequency based Clickers in an Introductory Management Information Systems Course,"
Journal of Information Systems Education: Vol. 19
, Article 6.
Available at: https://aisel.aisnet.org/jise/vol19/iss1/6