Abstract
A Classroom Response System (CRS) was adopted in an introductory business statistics course for the first time. This paper reports on the reflections on this experience by the professor teaching this course and feedback and contributions of the other members of the research team. It begins by presenting a theoretical foundation for the use of CRS and proceeds to a rationale for its adoption in statistics courses. A detailed description of how CRS was used in this particular course is provided and lessons learned are discussed in light of the relevant research literature. We hope that our reflections and lessons learned will raise awareness among faculty members contemplating using CRS, especially those in introductory statistics, about issues that might be encountered the first time around and help them be more proactive in their initial use of CRS.
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