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Article
Classroom Response Systems Have Not “Crossed the Chasm”: Estimating Numbers of Chemistry Faculty Who Use Clickers
Journal of Chemical Education
  • Mary E. Emenike, Iowa State University
  • Thomas Holme, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2012
DOI
10.1021/ed200207p
Abstract

Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the adoption of this technique in chemistry is still at the “early adopters” stage, or perhaps is just beginning to cross into the “early majority” category. This transition is viewed within this model as a chasm to be crossed, and data from this work suggest that transition is not yet fully achieved.

Comments

Reprinted (adapted) with permission from J. Chem. Educ., 2012, 89 (4), pp 465–469. Copyright 2012 American Chemical Society.

Copyright Owner
American Chemical Society
Language
en
File Format
application/pdf
Citation Information
Mary E. Emenike and Thomas Holme. "Classroom Response Systems Have Not “Crossed the Chasm”: Estimating Numbers of Chemistry Faculty Who Use Clickers" Journal of Chemical Education Vol. 89 Iss. 4 (2012) p. 465 - 469
Available at: http://works.bepress.com/thomas_holme/22/