Instant response system (IRS) is widely regarded as a useful tool to reform classroom learning because that 1) it can nurtures a sense of classroom participation and thus makes students feel accountable to the academic task exercised in the class; and that 2) the real-time data collected by IRS can assist teachers in tailoring feedback to address students’ difficulties just in time. However, to deploy IRS into every classroom, schools have to invest a lot of money for buying or renting hardware. Furthermore, the distribution and safekeeping of IRS in the classroom are not easy for teachers. In collaboration with Mr. Tsung-Yen Li and Prof. Chun-Yen Chang from National Taiwan Normal University (NTNU), I therefore develop CloudClassRoom (CCR), a web-based IRS, to solve the aforementioned difficulties in a lower-cost way. CCR is written in HTML 5.0 and works on every Internet-capable device without further software or plug-ins installation. Therefore, CCR enables teachers and students interact with each other by using their own devices, such as PCs, laptops, PDAs, smartphones, or tablets. CCR has several features that are more advanced than the conventional instant response system, including text response, multimedia presentation, instant group formation, and teacher-student role swapping.

To date, approximately 500 teachers have registered in CCR. More than 2500 could classrooms have been established on CCR. Over 10000 classroom activities have been conducted by using CCR. Five different language versions of CCR have been released, including Chinese, English, French, Japanese, and Arabic (the Korean version will be released soon). Several empirical studies have been preliminary done and demonstrated the usability of CCR. An empirical study also has been done to examine the how students learn with CCR, suggesting that CCR is a great tool to enhance the quality of students’ argumentation activities in the classroom. An analytic framework has been established to reveal how students frame classroom activities (e.g., sense-making activity vs. answer-making activity) with the use of CCR. In order to collect empirical data in a large-scale manner, CCR has been further integrated with the learning management system of NTNU, giving us more power to assess how the teachers and students of NTNU co-construct classroom practices. It can be expected that CCR will be fine-tuned to create differential advantages for various users in the near future.

Primarily research outputs related to CCR are listed as follows:

• Chien, Y. T., Chang, Y. H., & Chang, C. Y.  (accetped). Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review. (4/219 [top 2%] in EDUCATION & EDUCATIONAL RESEARCH, 2014 JCR)
• Chien, Y. T., Lee. Y. H., Li, T. Y., & Chang, C. Y. (accepted). Examining the effects of displaying clicker voting results on high school students’ voting behaviors, discussion processes, and learning outcomes. Eurasia Journal of Mathematics, Science & Technology Education. (EDUCATION & EDUCATIONAL RESEARCH, 2014 JCR)
• Chien, Y. T., & Chang, C. Y. (in press). Supporting socio-scientific argumentation in the classroom through automatic group formation based on students’ real-time responses. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices. Springer.
• Chien, Y. T., & Chang, C. Y. (2015, April). Does displaying the real-time voting results affect students’ conceptual learning outcomes in clicker-integrated science classrooms? Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Chicago, Illinois, USA.
• Chien, Y. T., & Chang, C. Y. (2015, April). Developing a framework to understand how students participate in clicker-integrated activities: Focusing on framing. Paper presented at the International Conference of Education in Mathematics, Science, and Technology (ICEMST), Antalya, Turkey.
• Chang, C. Y., Chien, Y. T., & Li, T. Y. (2014, October). A web-based instant response system to support college-level science teaching. Paper presented at the 2014 world conference of the International Society of Educational Research (iSER), Cappadocia, Turkey.

The CCR system is reported by several local news in Taiwan. Related news articles are listed below as well:

• 2013-11-17 Mandarin Daily News – 即時動態多元評量 掌握學生學習 (Getting to Know Your Students: Multiple Dynamic In-Class Assessments)
• 2014-10-17 TVBS News – 【科學不一樣】上課當「低頭族」 推雲端互動課程 (A Different Way to Learn Science: Phubbing in the CloudClassRoom)
  
• 2014-11-12 南一書局 (Nani Publishing) – CCR, 幫你把教室翻過來! (CCR, a Great Tool to Help You Flip the Classroom!) [This is a great special issue edited by a famous local textbook publisher in Taiwan.]