During the first lecture of the Consumer Behaviour module I asked students questions about their academic background and they would reply by using clickers and pre-determined answers. The answer chart was then shown on the screen, demonstrating the differences and similarities of the cohort.
Around 120 MSc International Marketing students.
Each student received a clicker before class. The questions were based around the two main areas: 1) previous academic knowledge of marketing and consumer behaviour; 2) whether students had previously studied a degree in English or in the UK.
It is easy to use clickers to give straightforward answers and get all the students involved, especially when the cohort is so large. Some students feel shy to talk in front of others, particularly at the beginning of the course. It is also important for me to understand the background of students studying a conversion based degree and according to the answers I am able to slightly modify the delivery of my classes. For example, if the majority of students is very familiar with marketing or consumer behaviour concepts, I try to give more in-depth case studies during seminars. On the other hand, if the cohort is less familiar with the subject, then I spend more time on explaining the basic concepts at the beginning of the course. If the majority of the cohort did not previously study in English, then I upload recap recording of my classes to blackboard. On the contrary, if the majority of students have already studied in English, then I try to use more scholar papers during seminars. It is also good for students to see the results of their answers on screen, so they are familiar with the diversity of the course and appreciate those from different educational and cultural backgrounds.
This practice is certainly helpful to make decisions on the structure and delivery of my module and make small adjustments, including whether to use recap system or not. It also promotes participation of students during the class and allows them and myself to get to know each other.
Clickers during introductory lecture of Consumer Behaviour for PGT students
Student Engagement, Student Induction
Undergraduate (Stage 1)
Newcastle University Business School
TurningPoint student handsets
Up to 200 students in a group
In response to issues