Magna Online Seminars

Using Clickers to Engage Students and Maximize Learning

Featured Higher Education Presenter: Dr. Ike Shibley

Student-response systems – also known as clickers – are a technique educators can use to boost student engagement and improve educational outcomes.

Learn all about this dynamic technology and how it can improve classroom connections in this 90-minute seminar, Using Clickers to Engage Students and Maximize Learning.

Why Clickers Are Important

Educational research indicates that students learn more when they’re more involved, and clickers increase student engagement. They also improve assessment, because clickers provide timely data on student learning.

As both class sizes and interest in learner-centered teaching grow, so does interest in student-response systems. Institutions without these devices will be at a disadvantage.

The Connections You’ll Make

In this seminar, you’ll learn how clickers can take the educational pulse of even the largest lecture halls and increase student involvement. Dr. Shibley will show you how to:

  • Use clickers to deepen student engagement and enrich learning
  • Use clickers in different ways, such as gathering information and prompting peer discussion
  • Use clicker data to improve assessment
  • Use clickers to provide today’s students with the real-time feedback they prefer
  • Craft effective multiple choice clicker questions
  • Explain to students how clicker technology compliments other course work.

Who will benefit from this seminar?

Clicker technology is adaptable for all disciplines and higher education institutions. This seminar is an intermediate level seminar, of particular interest to people in the following positions:

  • Instructors
  • Faculty
  • Instructional Designers
  • Course Developers
  • Administrators.

Have questions or need technical assistance?

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System Requirements:
To watch a Magna Online Seminar, you simply need a computer with speakers, web browser, Windows Media Player, and the Microsoft Silverlight plug-in.

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