JET_V5_N1_RP1 Sara Bicard David F. Bicard Laura Baylot Casey Clinton Smith Esther Plank Cort Casey Journal of Educational Technology 2230 - 7125 5 1 23 30 Student Response System, Active Student Responding, Post Secondary Education This study was an empirical investigation of active student responding (ASR) utilizing a student response system (SRS) vs. single student questioning (SSQ) and no student responding in a graduate level special education class of 23 participants. During the SRS condition, every participant responded to questions using remotes/clickers. During the SSQ condition, the instructor randomly called upon individual participants to vocally answer a question. During the control condition, no questions were asked of participants. An alternating treatments design was used to test the effects of the three conditions on the response accuracy to a short-answer quiz at the beginning of next session and accuracy with which participants completed a task during which they must apply the information presented during the lecture. There was statistically significant difference in student performance on application tasks, but not statistically significant difference on quiz scores. The findings diverge from the results other SRS studies and K-12 ASR studies, but support some college level studies. April - June 2008 Copyright & copy; 2008 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=559