Student response systems allow instructors to gather responses to questions, polls, and other activities during in-person, hybrid, and synchronous online classes. Students can typically participate using their own internet-connected devices, while some systems also support dedicated handheld devices.
These tools can encourage participation, provide opportunities for students to check their understanding, and help instructors gather feedback on learning. Responses can also serve as a starting point for discussion, reflection, and adjustments to teaching.
Using Student Response Systems for Learning
Student response systems can support a range of teaching and learning activities. The following approaches illustrate how instructors can use them to engage students and gather information about their learning.
- Activate prior knowledge. Begin a class or topic with a question that invites students to recall relevant concepts, share existing knowledge, or identify assumptions.
- Check understanding. Pose questions during a lesson to identify misconceptions, assess understanding, and determine whether concepts need further explanation.
- Encourage peer discussion. Ask students to respond to a conceptual question, discuss their reasoning with a peer, and respond again. Comparing responses can help students examine different perspectives and refine their understanding.
- Support reflection and feedback. Invite students to reflect on their learning, identify areas of uncertainty, or provide feedback about the pace and clarity of instruction.
- Inform teaching decisions. Use patterns in student responses to revisit challenging concepts, adjust the pace of instruction, or introduce additional examples and activities.
Student responses can provide useful insights into students’ thinking, but they may not fully represent individual understanding. Creating opportunities to discuss responses and explain reasoning can help instructors interpret the results and support deeper learning.
Student Response Tools at U of T
The University of Toronto provides access to several tools for polling, quizzes, feedback, and student participation. The following table highlights their potential teaching and learning uses.
| Tool | Potential Teaching and Learning Uses |
|---|---|
| iClicker | Gather responses during class, check understanding, facilitate peer instruction, and track participation or performance where appropriate. |
| iClicker Events | Conduct one-time polls and activities without requiring participants to create accounts. Participants can join using a code or QR code. |
| Microsoft Forms | Create polls, quizzes, and surveys; gather feedback; and review responses during or after class. Forms can also be used with PowerPoint and Microsoft Teams. |
| Microsoft Teams | Conduct polls during synchronous online classes and meetings to gather responses, check understanding, and facilitate discussion. |
| Zoom | Create and launch polls or quizzes during synchronous online classes and meetings, with options for reviewing responses afterward. |
For detailed instructions, explore the linked resources. If you need assistance selecting or using a tool, contact your divisional teaching and learning support team.
Planning Student Response Activities
The design of questions, opportunities for participation, and ways responses are used can influence students’ learning experiences. When planning student response activities, keep the following in mind:
- Align questions with learning goals. Develop questions that help students recall information, apply concepts, explain reasoning, or examine different perspectives, depending on the intended learning.
- Provide sufficient response time. Allow students time to read, interpret, and respond to questions. More complex questions may require additional time for reflection or discussion.
- Support accessible and inclusive participation. Review the accessibility features and limitations of the selected tool, including device and internet requirements. Provide alternative ways to participate when needed, and avoid making speed or access to technology an unintended measure of learning.
- Establish clear participation expectations. Explain how students will participate, whether responses are anonymous or identifiable, and whether participation or performance contributes to their grades.
- Use responses to support learning. Share and discuss response patterns when appropriate, invite students to explain their reasoning, and use the results to inform subsequent teaching activities.
When using student response systems for graded activities, ensure that participation requirements and assessment conditions are communicated clearly and align with applicable University and divisional policies.