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dc.contributor.authorEgelandsdal, Kjetil
dc.contributor.authorKrumsvik, Rune Johan
dc.PublishedEgelandsdal K, Krumsvik R. Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy. 2019;14(1-2):70-87eng
dc.description.abstractThe article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students’ understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.en_US
dc.rightsAttribution-Non Commercial CC BY-NCeng
dc.titleClicker Interventions at University Lectures and the Feedback Gapeng
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2019 The Authorseng
dc.source.journalNordic Journal of Digital Literacy

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