Introduction to Poll Everywhere

What is Poll Everywhere?

How to use Learning Catalytics

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Why use Poll Everywhere?

Infuse active learning into a large lecture or challenging topic

You can give every student a chance to apply what they know and see immediately whether they grasp the topic at hand.

Encourage classroom-wide participation

With Poll Everywhere every student is given the opportunity to respond, rather than just those students confident enough to raise their hand or speak in class.

Seamless PowerPoint integration

Poll Everywhere questions can be embedded directly within your PowerPoint presentation and questions automatically activated as you advance to question slides.


How to use Poll Everywhere

What is Learning Poll Everywhere?

1: Create your questions
Plan on each question taking 2 to 5 minutes including time for students to respond and for you to discuss the answers.

2: Deliver your questions right from within PowerPoint
Students join via a personalized URL and see the questions as you deliver them one at a time during the normal course of your lecture.

3: Respond to student answers in real-time
Student results can be shown on the screen in real-time or hidden so as not to bias the responses of others. If students appear to be struggling with a topic you can spend more time on it before moving on.

Rae, M. G., & O'Malley, D. (2017). Using an online student response system, Socrative, to facilitate active learning of Physiology by first year graduate entry to medicine students: a feasibility study. MedEdPublish6.

Van Daele, T., Frijns, C., & Lievens, J. (2017). How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?. British Journal of Educational Technology, 48(6), 1318-1329.

Salzer, R. (2018). Smartphones as audience response systems for lectures and seminars. Analytical and bioanalytical chemistry, 410(6), 1609-1613.

Anderson, S., Goss, A., Inglis, M., Kaplan, A., Samarbakhsh, L., & Toffanin, M. (2018). Do clickers work for students with poorer grades and in harder courses?. Journal of Further and Higher Education, 42(6), 797-807.