Jacobsen, MicheleLiu, Angyue2012-07-132012-11-132012-07-122012http://hdl.handle.net/11023/114Educators in higher education are being challenged to engage every learner in their learning in large lectures. This case study explored the use of an Audience Response System (i.e., clickers) to engage pre-service teachers in active learning and collaborative knowledge building in a large lecture setting within a Bachelor of Education program. Qualitative and quantitative data was collected from classroom observations, student interviews, the instructor interview, and the student survey. This research found that with the opportunity to respond to clicker questions in lectures, especially to the open-ended text-entry questions, student teachers can be engaged in active learning, and also in the creation, sharing, and promising improvement of their ideas/knowledge as individuals and as a learning community in the large lecture setting. Findings from this study can enrich our understanding about effective strategies of using clickers to improve learning and teaching in large lectures in higher education.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Technologyclickersactive learningknowledge buildingPre-service teacherslarge lecturesmaster thesis10.11575/PRISM/26124