Audience response - Knowledge (XXG)

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of what they wanted to accomplish: for example, selling more products, increasing movie ticket sales, and achieving a higher fee per commercial slot. Often, a client would show different versions to different audiences, e.g. different movie endings, to gauge their relative effectiveness. ASI would give out free tickets on the street to bring people into the theater, called the "Preview House" for particular showings. In these showings, each attendee would fill out a questionnaire and then be placed in a seat with a "dial" handset outfitted with a single knob that the attendee would turn to indicate their level of interest. Turning the knob all the way left meant "dull" while turning it to the right meant "great." In 1976, ASI upgraded their system to become fully digital, have Yes/No buttons and, in some cases, numeric keys for entering in numbers, choices and monetary amounts.

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and then ask the students a question that tests their understanding of a key concept. Students indicate their answer to the instructor using an Audience Response system and then they discuss with their fellow students why they chose a particular answer and explain to one another their underlying thinking. The instructor then asks the question again to see the new student's results. The study authors used scanned forms and hand-raising for Audience Response in the initial year of the study and then switched to a computer-based Audience Response system in the following years. The "clicker" use was only part of a multi-pronged attempt to introduce peer instruction, but overall they found that "the students taught with P I (Spring 2000,

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maverick). Their senior-executive bosses tended to see the Consensor as "a blatant attempt to impose democratic procedures into a corporate hierarchy that is anything but democratic." Simmons observed that "A majority of corporations are run as fiefdoms, with the CEO playing the role of Supreme Power; he may be a benevolent dictator, but nonetheless still a dictator." He described this type of senior executives with ironic tone, stating they were "secure in the knowledge of their own infallibility." Nonetheless, Applied Futures sold plenty of units to business firms and government agencies. In October 1984, it became a subsidiary of Brooks International Corporation, a management consulting firm.

417:), faculty members and students in courses using clickers were given a survey that assessed their attitudes about clicker use in Fall 2005 and its effect on teaching and learning. Of the 27 faculty members who responded to the survey, 94% either agreed or strongly agreed with the claim, "Clickers increased student engagement in the classroom." The remaining 6% responded that they were neutral about that claim (none of the faculty respondents disagreed or strongly disagreed with the claim). Similarly, 69% of the 2,684 students respondents agreed or strongly agreed with the claim, "Clickers led me to become engaged in class," with only 13% disagreeing or strongly disagreeing with the claim. 842:, as well as classroom desktop computers. If the facilitator's computer is also Wi-Fi-enabled, they can even create their own IP network, allowing a closed system that doesn't depend on a separate base station. The web server resides on or is accessible to the facilitator's computer, letting them control a set of web pages presenting questions. Participants log into the server using web browsers and see the questions with forms to input their responses. The summarized responses are available on a different set of pages, which can be displayed through the projector and also on each participant's device. 468:

with the claim, "Clickers allowed me to assess student knowledge on a particular concept." Students also recognized this benefit for their own self-assessment. Seventy-five percent of student respondents agreed or strongly agreed with the claim, "Clickers helped me get instant feedback on what I knew and didn't know." In a published article, a member of the University of Massachusetts Amherst Physics Education Research Group (UMPERG) articulated this advantage in more detail, using the term "Classroom Communication System (CCS)" for what this article has been calling an Audience Response system.

433: = 178)" on two standard tests, the "Force Concept Inventory and the Mechanics Baseline Test" and on traditional course exams as well. A Johns Hopkins study on the use of Audience Response systems in Continuing Medical Education (CME) for physicians and other health personnel found no significant difference in knowledge scores between ARS and non-ARS participants in a clinical round table trial involving 42 programs across the United States. 439:

really see what response their fellow audience members are giving. The software that summarizes the results aggregates the responses, listing what percent of respondents chose a particular answer, but not what individual respondents said. With some Audience Response systems, the software allows you to ask questions in truly anonymous mode, so that the database (or "gradebook") is not even associating answers with individual respondents.

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opinion, students are genuinely interested in seeing the results. They want to learn if they answered the question correctly, and they want to see how their response compares to the responses of their fellow audience members. The increased student engagement cited in the University of Wisconsin study (see footnote 1 below) attests to the ability of Audience Response systems to improve the learning environment.

132: 36: 723:). The app then communicates with the Audience Response system (which is itself just software running on someone's device, whether desktop, laptop, tablet, or phone) via the local wireless network, the cellular telephone network, or both. In this model, the entire audience response system is a software product; all of the hardware is what the users brought with them. 880:

SMS affords additional educational features like MCQ-Reasoning– a feature developed in a SMSRS system in Singapore that allows respondents to tag a reason to their choice of options in an MCQ. This eliminates the potential of "guessing-the-correct-answer" syndrome and text mining of SMS responses (to provide the gist of the messages collectively in a visual map).

77: 488:. Database entries are linked to a particular user, based on an ID number entered into the handheld remote device or based on a registration between the user and the company that manufactures the handheld device. Answers can be analyzed over time and the data can be used for educational research or other forms of analysis. 683:

The Consensor was a system of dials, wires, and three lights: red, yellow, and green. A question was asked verbally and people would turn their dials anywhere from 0 to 10. If the majority agreed, the green lamp would light. If not, either the yellow or red lamp would light, depending on the level of

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Simmons retired from IBM in January 1972, and soon after he formed a startup company with Gordon, called Applied Futures, Inc., to develop and market the system, which they called the Consensor . Applied Futures was one of the first Audience Response companies. In 1972, while Gordon and his assistant

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Audience Response software enables the presenter to collect participant data, display graphical polling results, and export the data to be used in reporting and analysis. Usually, the presenter can create and deliver her entire presentation with the ARS software, either as a stand-alone presentation

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in a lecture or other classroom-type setting, for example by quizzing students, taking a quick survey, or taking attendance. They can be used effectively by students as young as 9 or 10, depending on their maturity level. An educator is able to generate worksheets and let students enter their answer

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The oldest of these technologies, IR Audience Response systems are better suited for smaller groups. IR uses the same technology as a TV remote, and is therefore the only one of the four technologies that requires line-of-sight between the keypad and receiver. This works well for a single keypad but

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Creates an interactive and fun learning environment: Clickers are in many ways novel devices, so the novelty itself can add interest to the learning environment. More important, though, is the interactive nature of Audience Response systems. Having been asked a particular question about a concept or

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In a related study, Catherine Crouch and Eric Mazur more directly measured the results of Peer Instruction and "ConcepTests" on student learning and retention of information at the end of a semester. Faculty members using this "Peer Instruction" pedagogical technique present information to students,

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Depending on the presenter's requirements, the data can be collected anonymously, or it can be traced to individual participants who have created accounts in advance of the poll. This method is commonly used on corporate training where attendance must be verified and in classrooms, where grades must

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More recent entrants into the market do not require specialized hardware. There are commercial, open-source, cloud-based tools that allow responses from the audience using a range of personal computing devices such as cell phones, smartphones, and laptops. These types of systems have added new types

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The advantage of using such SMS type of response system is not limited to the logistical advantage of the presenter keeping no device inventory, it comes with an associated range of pedagogical advantages, such as agile learning and peer instruction (as possible with all types of response systems).

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Ideal for large group environments, RF systems can accommodate hundreds of voters on a single base station. Using some systems, multiple base stations can be linked together in order to handle audiences that number in thousands. Other systems allow over a thousand on just one base. Because the data

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developed a proprietary analog ARS system for evaluating the response of a theater audience to unreleased motion pictures, television shows, and commercials. This early ARS was used by ASI's clients– major motion picture and television studios and advertising agencies– to evaluate the effectiveness

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Depending on the presenter's requirements, the data can either be collected anonymously (e.g., in the case of voting) or it can be traced to individual participants in circumstances where tracking is required (e.g., classroom quizzes, homework, or questions that ultimately count towards a student's

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debates and displayed as a live "worm" graph on the broadcast screen. For advertising and media research, online "dial testing" using an onscreen scale slider that is controlled by a mouse (or finger swipe on a touchscreen) is being used in conjunction with surveys and online communities to gather

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One of the early educational uses of an Audience Response system occurred at Rice University. Students in a computer-equipped classroom were able to rate how well they understood portions of a lecture, answer multiple choice questions, and answer short essay questions. Results could be tallied and

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management style of the day proved a formidable opponent to this new tool, which promoted consensus building. In his memoir, Simmons describes how junior-executive sales prospects tended to like the idea, imagining themselves heroically speaking truth to power (but not paying any price for being a

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connector. In a software solution, each device communicates with the question via SMS or the internet. After a set time–or after all participants have answered–the system ends the polling for that particular question and tabulates the results. Typically, the results are instantly made available to

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Confirms audience understanding of key points immediately: In the University of Wisconsin study previously cited, faculty members were unanimous in their recognition of this key advantage of Audience Response systems. In other words, 100% of the faculty respondents either agreed or strongly agreed

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indicating what percent of audience members chose the various possible responses. For questions with right/wrong answers, audience members can get immediate feedback about whether they chose the correct answer, since it can be indicated on the bar chart. For survey-type polling questions, audience

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answer value for a question would remain secret, but the group's average, weighted with weighting factors, would be instantly displayed. Thus (something approximating) the group's true consensus would be known, even though individual middle managers or aspiring junior executives would not have to

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By providing feedback to an instructor about students' background knowledge and preconceptions, CCS-based pedagogy can help the instructor design learning and experiences appropriate to student's state of knowledge and explicitly confront and resolve misconceptions. By providing frequent feedback

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during the 2013 State of The Union (US) address by President Barack Obama. The system allowed registered users to input their responses (positive, negative, neutral) to the address and visualized the results as a trending graph in real time. Bing Pulse has since been used to cast over 35 million

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An Audience Response system (ARS), or Personal Response System (PRS), allows large groups of people to vote on a topic or answer a question. Depending on the solution chosen, each person has a device with which selections can be made or a mobile device that they can use to respond. In a hardware

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Tracks individual responses: The "clickers" that audience members use to send their responses to the receiver (and thus to the presenter's computer) are often registered to a particular user, with some kind of identifying number. When a user sends his/her response, the information is stored in a

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Polls anonymously: Unlike a show of hands or a raising of cards with letters on them, sending responses by hand-held remotes is much more anonymous. Except perhaps for a student (our audience member) who watches what the person next to them submits, the other students (or audience members) can't

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is reduced because unlike hand raising, it is difficult to see which selection others are making. The ARS also allows for faster tabulation of answers for large groups than manual methods. Additionally, many college professors use ARS systems to take attendance or grade answers in large lecture

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responses and display them through a web page. These solutions don't require specialized voting hardware, but they do require telecom hardware (such as a mobile phone) and software along with a web server and tend to be operated by dedicated vendors selling usage. They are typically favored by

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Increases knowledge retention: In the same University of Wisconsin study, 74% of the faculty respondents agreed or strongly agreed with the claim, "Clickers have been beneficial to my students' learning," with the remaining 26% choosing a "neutral" response (no faculty respondent disagreed or

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Cell phone enabled response systems, such as SMS Response System, are able to take text inputs from the audience and receive multiple responses to questions per SMS. This allows a new pedagogical approach to teaching and learning, such as the work by Derek Bruff and an initiative on SMSRS.

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Displays polling results immediately: The Audience Response system includes software that runs on the presenter's computer that records and tabulates the responses by audience members. Generally, once a question has ended (polling from the audience has ceased), the software displays a

655:). Gordon had conceived and partially developed what would today be called an Audience Response system. Simmons immediately saw practical applications for it in large corporate meetings to allow people to air their true opinions in anonymous fashion. So, each individual's 808:

Audience Response systems can also be used in classroom settings to simulate randomized controlled trials (RCT) such as "Live the Trial," a mock RCT used to teach the concepts of clinical research. The mock trial answered the question "Do red smarties make you happier?".

447:(sometimes called the "Gradebook" in academic models of Audience Response systems) associated with each particular number, and presenters have access to that information after the end of the interactive session. Audience Response systems can often be linked to a 895:. SMS is still a solid solution because of its penetration and stability, but won't easily allow multi-voting support and might cause problem with multi-country audiences. The issue with SMS not supporting multi-country audiences is projected to be solved with 818:

travels via radio frequency, the participant merely needs to be within range of the base station (300 – 500 feet). Some advanced models can accommodate additional features, such as short word answers, user log-in capabilities, and even multi-site polling.

272:. Various names are used for this technology, including real-time response, the worm, dial testing, and Audience Response meters. In educational settings, such systems are often called "student response systems" or "personal response systems". The hand-held 300:

to project a presentation for the audience to see. In the most common use of such Audience Response systems, presentation slides (built with the Audience Response software) display questions with several possible answers, more commonly referred to as

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is graphically displayed within the presentation for all to see. Some clickers also have additional keys, allowing the presenter to ask (and audience members to answer) true/false questions or even questions calling for particular numerical answers.

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With a standard mobile browser solution, these are click and go solutions without additional installations. Therefore, live audiences can be reached, and smartphone voting can be used–as with SMS–in any number of different locations. With the

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strongly disagreed with the claim.) Similarly, 53% of the student respondents agreed or strongly agreed with the claim, "Clickers have been beneficial to my learning," with only 19% disagreeing or strongly disagreeing with that claim.

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Gather data for reporting and analysis: Unlike other forms of audience participation (such as a show of hands or holding up of response cards), Audience Response systems use software to record Audience Responses that are stored in a

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Audience Response technology has evolved over time, moving away from hardware that required extensive wiring towards hand held wireless devices and small, portable receivers. In the 1980s, the Consensor product line evolved toward

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With mobile apps and browser enabled voting, there aren't any setup costs for hardware since the audience uses their own phones as voting devices and the result is often presented in any browser controlled by the lecturer.

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The fact that students can send responses anonymously means that sensitive topics can be included more readily than would otherwise be the case. An example of this is in helping students to learn about plagiarism.

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can fail due to interference when signals from multiple keypads arrive simultaneously at the receiver. IR systems are typically more affordable than RF systems, but do not provide information back to the keypad.

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traveling speaking professionals and large conference halls that don't want to distribute, rent, or purchase proprietary ARS hardware. Computing devices with web browsers can also use these serviceLLs through

284:, as well as the more traditional true/false and multiple choice style questions. This type of system also mitigates some of the concerns articulated below in the "Challenges of Audience Response" section. 1354: 883:

Interactive SMS Forum is another feature that is proprietary to SMS-type response systems where audiences not only post their questions, but can also answer the questions posted by others via SMS.

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members can see from the summary how many other audience members chose the same response, along with how many audience members (or what percent of the audience) chose different responses.

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votes during national news broadcasts and other live meetings. Over 10,000 viewers powered the iPowow Viewer Vote which tracked live viewer emotional response for Channel 7 during the

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keypad. Their answer is then sent to a base station–or receiver–that is also attached to the presenter's computer. The Audience Response software collects the results and the aggregate

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of each remote control or the students identity number is entered beforehand in the control computer's database. In this way, the answer of each individual can later be identified.

357:. Results are instantly tabulated via the internet and presented on screen in real-time, including grading the "correct" answer if desired. Some services offer presenters real time 731:

There are two books that have been written specifically about Audience Response systems by people who are considered experts in the use of Audience Response technology. In 2009,

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Lane, David, and Atlas, Robert. "The Networked Classroom," Paper presented at the 1996 meeting of Computers and Psychology, York, UK, March 1996. Abstract available at: "

1617:"'Bring your own device' catching on in schools (Ed-tech access is an issue, but students' personal devices are an attractive option to a growing number of districts)" 651:

in the private sector, that is, future studies applied to corporate planning. Through this work he had met Theodore J. (Ted) Gordon of The Futures Group (now part of

1693: 1115:. Vol. 2007, Issue 10, May 8, 2007, pp. 6–7. A public version of the information, in the form of a PowerPoint presentation about the findings, is available at: 845:

Internet has also made it possible to gather audience responses in massive scale. Various implementations of the concept exist. For example, Microsoft featured

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The majority of current Audience Response systems use wireless hardware. Two primary technologies exist to transmit data from the keypads to the base stations:

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solution, each remote communicates with a computer via receivers located around the room or via a single receiver connected to the presenter's computer using a

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that could be plugged into a PC, and a software application to run thereon. Wireless LANs allow today's peripherals to be cordless. Another example of this is

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Newton, Philip (2 April 2016). "Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education".

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Miller, Redonda G., Ashar, Bimal H. and Getz, Kelly J. "Evaluation of an audience response system for the continuing education of health professionals."

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coverage, software systems can be used for live audience feedback, mood measurement, or live polling. These systems frequently support voting with both

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about students' ongoing learning and confusions, it can help an instructor dynamically adjust her teaching to students' real, immediate, changing needs.

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Only software or cloud-based Audience Response systems can accommodate distributed audiences due to the inconveniences and costs of hardware devices.

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as well as mobile browsers. These apps invoke available local area networks (LAN) and provide a charge-free and cuts the needs to devoted hardware.

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questions. The audience participates by selecting the answer they believe to be correct and pushing the corresponding key on their individual

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add-in, which has made it easier for teachers, professors, and office professionals to integrate Audience Response into their presentations.

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choices at their own pace. After each question, the educator is able to instantly show the results of any quiz, for example in the form of

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With increasing penetration of smartphones with permanent internet connections, live Audience Response/voting can be achieved over the

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Since the 1960s, a number of companies have offered Response Systems, several of whom are now defunct or changed their business model.

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The configuration, troubleshooting, and support of the related presentation software (which may or may not work well with ARS devices)

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is a type of interaction associated with the use of Audience Response systems to facilitate interaction between a presenter and their

149: 95: 49: 1555:"(2010) Educating the Mobile Generation – using personal cell phones as audience response systems in post-secondary science teaching" 1196: 233: 215: 113: 63: 513:

For hardware only applications: a lack of open ended questions, dial testing capabilities, and other non standard question formats

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Kaleta, Robert; Joosten, Tanya (May 8, 2007). "Student Response Systems: A University of Wisconsin System Study of Clickers".

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The memoir of a senior IBM executive, giving his recollections of his and IBM's experience from World War II into the 1970s.

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http://scholarship.rice.edu/bitstream/handle/1911/78034/networked_classroom_%28Audience_Response_System%29-1.pdf?sequence=1

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solution the audience does not necessary need to be in the same area as the lecturer as with radio frequency, infrared or

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In addition to the presenter's computer and projector, the typical Audience Response system has the following components:

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Kaleta, Robert, and Joosten, Tanya. "Student Response Systems: A University of Wisconsin System Study of Clickers,"

370: 674:), which was granted in 1973 with Gordon and Becker as inventors. Another patent, filed in 1974 and granted in 1976 ( 510:

The reliability and performance of the devices under non-optimal conditions of the room in which the devices are used

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A public version of the information, in the form of a PowerPoint presentation about the findings, is available at:

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of choice. During the presentation, the questions automatically display within the presentation program, or from a

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The familiarity and widespread use of cell phones and text messaging has now given rise to systems that collect

775:(sometimes in a unified system with IR and RF equipment). Cell phone-based systems are also becoming available. 164: 1454:"A Mock Randomized Controlled Trial With Audience Response Technology for Teaching and Learning Epidemiology" 1566: 1017: 652: 522:

Audience Response is utilized across a broad range of industries and organizations. A few examples include:

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Web-based Audience Response systems work with the participants' existing computing devices. These include

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executive, reflected on how unproductive most meetings were. Simmons had become essentially a nonacademic

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be assigned. Data from both methods can be saved and analyzed by the presenter and loaded manually or via

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There are many benefits with the use of Audience Response systems (ARS). The tendency to answer based on

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The advent of smartphones has made it possible for audience members to download an app (or run it as

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that resides on the host computer and data reports can be created after the presentation for further

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The per-unit purchase price of ARS devices, typically 10 times the cost of a software only solution

337:. In this case, however, those questions can be open-ended, dial testing, voteable, open ended, or 1049: 1484: 1434: 1175:

Crouch, Catherine H., and Mazur, Eric. "Peer Instruction: Ten years of experience and results."

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Another of the industry's earliest systems was the Consensor. In the late 1960s and early 1970s,

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wireless keypads (one for each participant), or mobile devices for software/cloud based solutions

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Harold S. (Hal) Becker were still working on development, Applied Futures filed for a patent (

264:. Systems for remote audiences may use telephones or web polls for audiences watching through 429: = 155) significantly outperformed the students taught traditionally (Spring 1999, 1468: 1426: 1150: 987: 390: 647:

in building up IBM's long-range planning operations. He was one of the pioneers of applied

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Audience Response systems may present some difficulties in both their deployment and use.

350: 338: 302: 297: 1146: 751:. This book focused on using Audience Response technology in non-academic environments. 397:

Audience Response offers many potential benefits to those who use it in group settings.

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of functionality as well, such as free text responses that are aggregated into sortable

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that students use to convey their responses to questions is often called a "clicker".

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Beatty, Ian. "Transforming Student Learning with Classroom Communication Systems,"

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The maintenance and repair of devices when owned by a central unit or organization

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Improves attentiveness: In a study done at four University of Wisconsin campuses (

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was famous for its valuing of conformity; this was common at other firms, too).

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Teaching with Classroom Response Systems: Creating Active Learning Environments

997: 846: 831: 709: 701: 676: 670: 358: 354: 281: 265: 1472: 972: 927: 798: 592: 456: 323: 1480: 1536:"Crowdsourcing the worm: the Aussie start-up tracking the election debate" 361:

for open-ended responses or questions prior to displaying them on screen.

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displayed on the projector or viewed in a web browser for some systems.

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Read the Room for Real: How a Simple Technology Creates Better Meetings

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Baker, Philip R. A.; Francis, Daniel P.; Cathcart, Abby (2017-04-22).

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Volume 2004, Issue 3 (February 3, 2004), p. 5. Available online at

349:, and can in some cases even be displayed only on the participant's 801:, creating rapid 2-way feedback about how well learners are doing. 903: 839: 747:, a meeting strategist and civic engagement consultant, released 923: 907: 792:

Audience Response systems can be used as a way of incorporating

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halls, which would be highly time-consuming without the system.

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Although business was strong for this fledgling company, the

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Software/Cloud Based Audience Response: The presenter uses a

680:), lists Simmons and James A. Marquis. Sales began in 1974. 1587: 541:

Public participation in municipal or environmental planning

341:. Those questions are then downloaded into the presenter's 1334: 1332: 1237: 1235: 1179:

Vol. 69, No. 9, September 2001. pp. 971–72. Available at

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jeopardize their conformity to effect this result. (IBM's

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Journal of Continuing Education in the Health Professions

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base station (receiver) for hardware based solutions only

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ESchool News (Technology News for Today's K-20 Educator)

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Journal of Computers in Mathematics and Science Teaching

1385:"Clickers in the Classroom: An Active Learning Approach" 1205: 1203: 1211:

Educause Center for Applied Research Research Bulletin.

1131:"Peer Instruction: Ten years of experience and results" 292:

Hardware Based Audience Response: The presenter uses a

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Educause Center for Applied Research Research Bulletin

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Educause Center for Applied Research Research Bulletin

1050:"CNN to track debate viewers' responses in real time" 318:

course grade). Incoming data may also be stored in a

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Crouch, Catherine H.; Mazur, Eric (September 2001).

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http://www.educause.edu/ir/library/pdf/EDU06283.pdf

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http://www.educause.edu/ir/library/pdf/EDU06283.pdf

156:. Unsourced material may be challenged and removed. 1215:http://www.educause.edu/ir/library/pdf/ERB0403.pdf 1634:Inside IBM: the Watson years (a personal memoir) 1195:. Vol. 23, No. 2, 2003. pp.109–115. Abstract at 1419:Assessment & Evaluation in Higher Education 1338: 1323: 1304: 1289: 1277: 1265: 1253: 1241: 1226: 1107: 1105: 872:, if a separate web interface isn't provided. 771:-based software that routes the data over the 598:In situations where tracking is required, the 855:continuous feedback on video or audio files. 8: 64:Learn how and when to remove these messages 627:Circa 1966, Audience Studies Institute of 333:to create the questions, sometimes called 256:Systems for co-located audiences combine 234:Learn how and when to remove this message 216:Learn how and when to remove this message 114:Learn how and when to remove this message 1370: 1040: 1694:Promotion and marketing communications 1653: 1461:Asia-Pacific Journal of Public Health 7: 1569:from the original on 31 October 2010 154:adding citations to reliable sources 902:In classrooms and conferences with 1502:State of the Union – Bing Politics 415:University of Wisconsin–Whitewater 407:University of Wisconsin–Eau Claire 25: 1615:Devaney, Laura (April 29, 2011), 767:(RF). 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(1988), 493:Challenges of Audience Response 411:University of Wisconsin–Oshkosh 377:Distributed, virtual, or hybrid 141:needs additional citations for 53:or discuss these issues on the 570:ROI measurement and assessment 1: 1553:Tremblay, Eric (April 2010). 1431:10.1080/02602938.2015.1024199 576:Hospital patient exit surveys 1511:, Retrieved on 27 April 2013 939:platform or as a plug-in to 573:Sales Effectiveness Training 566:Continuing medical education 1339:Simmons & Elsberry 1988 1324:Simmons & Elsberry 1988 1305:Simmons & Elsberry 1988 1290:Simmons & Elsberry 1988 1278:Simmons & Elsberry 1988 1266:Simmons & Elsberry 1988 1254:Simmons & Elsberry 1988 1242:Simmons & Elsberry 1988 1227:Simmons & Elsberry 1988 788:Use in educational settings 371:learning management systems 1710: 1660:: CS1 maint: postscript ( 1588:"Audience response system" 1023:Toastmasters International 449:Learning management system 1028:Category:Speeches by type 930:-based response systems. 906:support or anywhere with 637:William W. (Bill) Simmons 581:Audience Response systems 562:Executive decision making 1540:businessspectator.com.au 1473:10.1177/1010539517700473 887:Smartphone / HTTP voting 696:displayed to the class. 18:Audience Response System 1507:April 29, 2013, at the 1389:EDUCAUSE Quarterly (EQ) 1383:Martyn, Margie (2007). 1018:Thematic interpretation 653:Palladium International 591:the participants via a 535:Control self-assessment 1068:"What is a Worm Poll?" 1048:Zilberstein, Shirley. 662:organizational culture 559:Conferences and events 90:for tone and structure 737:Vanderbilt University 677:U.S. patent 3,947,669 671:U.S. patent 3,766,541 629:Hollywood, California 529:Political news events 262:presentation software 1679:Audience measurement 813:Radio frequency (RF) 343:presentation program 288:Co-located audiences 150:improve this article 1629:Simmons, William W. 1395:(2). 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