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== In-class collaborative mobile learning ==
An [[Audience response#Audience response systems|Audienceaudience Responseresponse Systemsystem]] (ARS) is a system in which learners are able to provide instantaneous feedback via a mobile device to questions posed by an instructor. After students submit feedback (typically to multiple choice or true-false questions), the instructor can display the submitted feedback anonymously in diagram form. Applications of ARS include administrative uses (i.e. taking attendance), [[Formative assessment#Definition|formative assessment]] (i.e. what is the answer to this question?), and collaborative questions.<ref>MacArthur, J. R., & Jones, L. L. (2008). A review of literature reports of clickers applicable to college chemistry classrooms. Chem. Educ. Res. Pract., 9(3), 187-195.</ref> Given the potential of enhancing learning through the use of an ARS, many instructors have shown a keen interest in the collaborative application of the technology. One notable collaborative application of an ARS is a method called [[Peerpeer Instructioninstruction]] (PI).
Developed by the [[Eric mazur|Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<ref>Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970-77.</ref> One other notable collaborative application of an ARS is the method Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn]</ref>
A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<ref>Dufresne, R. J., & Gerace, W. J. (2004). Assessing-To-Learn: Formative Assessment in Physics Instruction. The Physics Teacher, 42, 428. {{doi|10.1119/1.1804662}}</ref>
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