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Using Electronic Response Systems in Economics Classes


  • Sucharita Ghosh
  • Francesco Renna


College instructors and students participated in a pilot project at the University of Akron to enhance student learning through the use of a common teaching pedagogy, peer instruction. The teaching pedagogy was supported by the use of technology, an electronic personal response system, which recorded student responses. The authors report their experiences in using this technology-enhanced teaching pedagogy and provide another example of an active and collaborative learning tool that instructors can use to move beyond “chalk and talk.” Preliminary survey results from students participating in this pilot project are also reported.

Suggested Citation

  • Sucharita Ghosh & Francesco Renna, 2009. "Using Electronic Response Systems in Economics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 354-365, October.
  • Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:354-365
    DOI: 10.1080/00220480903297651

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    Cited by:

    1. Alcalde, Pilar & Nagel, Juan, 2015. "Does active learning improve student performance? A randomized experiment in a Chilean university," MPRA Paper 68994, University Library of Munich, Germany.
    2. Ameeta Jain & Alan Farley, 2012. "Mobile Phone-Based Audience Response System and Student Engagement in Large-Group Teaching," Economic Papers, The Economic Society of Australia, vol. 31(4), pages 428-439, December.
    3. Martha L. Olney, 2016. "Explaining "In the Aggregate" Concepts with Clickers," Journal of Economics Teaching, Journal of Economics Teaching, vol. 1(2), pages 71-90, December.

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