The C3 Framework: Evaluating Classroom Response System Interactions in University Classrooms |
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Authors: | Carmen Fies and Jill Marshall |
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Institution: | (1) College of Education and Human Development, Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, San Antonio, TX 78249, USA;(2) College of Education, Curriculum and Instruction, The University of Texas at Austin, 1 University Station, Austin, TX 78712–0379, USA |
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Abstract: | The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students.
Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the
space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem
from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as
well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework
of interaction (the C3 Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent
relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms,
the C3 Framework presented here applies across educational settings. |
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Keywords: | Classroom Response System Educational technology Discourse Motivation |
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