Questioning Strategies for Audience Response Systems:
How to Use Questions to Maximize Learning, Engagement, and Satisfaction

by Dr. Will Thalheimer


Introduction

    The buzz in the learning industry is focused on e-learning, m-learning, wikis, and blogs; but one of the most powerful learning technologies is being overlooked, probably because it’s an in-the-classroom technology—audience response systems. In this research-to-practice white paper I offer a blueprint for how to use audience response systems to maximize higher-order learning in the classroom and beyond.

What One Reader Wrote to Me:

Dr. Thalheimer,

Just wanted to drop you a little note this morning to express my gratitude for your paper “Questioning Strategies for Audience Response Systems: How to Use Questions to Maximize Learning, Engagement, and Satisfaction.”

A friend recommended that I read it to prepare for a Higher Order Questioning staff development class that she and I are teaching together (in conjunction with some CPS [audience response] training we’re offering). To tell you the truth, I really wasn’t looking forward to reading it because I expected it to be dry and full of boring I’m-trying-to-sound-snobbily-intellectual writing, but I LOVED it. 🙂

I enjoyed your approachable style and dry sense of humor so much I read all the way through (including the endnotes!) and had many a good laugh along the way. In addition to being a blast to read, the paper challenged and inspired me to find new ways to push my questioning skills to a higher level for the next school year.

Thanks again, for the inspiration and for the great read. I’ll be checking out your website later today and hope to find that equally enjoyable.

    Sincerely,

    Liz Walhof

    Spanish Teacher
    Colorado


From the Paper’s Introduction

“Audience response systems have enormous potential for transforming lectures from dry recitals into rich jam sessions of deeply resonant learning. The technology is widely available, but the key to success is not in the technology; it’s in the instruction. To maximize meaningful learning, instructors must become adept in using questioning and discussion techniques. Unfortunately, some of us may come to believe that we can simply sprinkle our lectures with a few multiple-choice questions. This approach is emphatically inadequate, and is simply not worthy of our profession.

This report provides a near-exhaustive list of questioning strategies, and a comprehensive guide on using questions to facilitate classroom learning. No other resource exists that is research-based and comprehensive, while also being practical and useful. It has been designed specifically to provide practical guidance for trainers, teachers, and professors so that their learners—whether they are eight, forty-eight, or eighty years old—can experience deep and meaningful learning.”

Special thanks to eInstruction for agreeing to license the paper for distribution to their clients. Such underwriting helps move the audience-response field forward and demonstrates an enlightened commitment to effective learning in classrooms of all types throughout the world. Other underwriting opportunities are available for research on audience-response learning. Contact Dr. Thalheimer with inquiries.


Additional Information

    Number of Pages: 124
    Number of Research Citations: 54
    Publication Date: 2007
    Available to you Immediately as downloadable Electronic file (PDF).
    Value: $495.00 (US) but FREE to you.


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