Abstract

Remote responders have recently become a popular gadget for student use. Proponents argue that the benefits include increased class attendance; early feedback; the polling of students to facilitate discussions; identifying misconceptions and levels of understanding; and students who pay more attention and take a more active role in the classroom, to mention a few. What is missing from the literature is the impact on the teacher and the institutions. Most adopters have been individual instructors rather than instiutions. This paper provides a discussion about the use of responders from the students’, instructors’ and the institution’s viewpoint. The analysis stems from a review of current literature and first-hand experience from the principal applicant of a $20,000 grant that resulted in one university installing the hardware and software in 48 classrooms. A limited version of this paper was published in The Teaching Professor (March, 2006). The end result will be a 'best-practices' approach to this new technology.