Student Response Systems

Student response systems provide opportunities for engaging students in large and small classes. There are two supported student response systems at UGA: Top Hat and Turning Point.

System Comparison:

Features     Top Hat   Turning Point
Clicker Device No Yes
Bring Your Own Device Yes Yes, if permitted by instructor (ResponseWare / Turning Point Mobile)
Cost to Student
  • One semester: $22
  • One year: $34
  • Four years: $65

These prices are available to students when they use their UGA email address to create a Turning Account. Step-by-step directions are available at Turning Point for Students. Clickers and Licenses are also available at the UGA Bookstore, but may be priced differently.

QT Clicker + Turning Subscription 
Students should choose this if they need a clicker and subscription. This option will also allow students to use ResponseWare from their own devices, if permitted by your instructor.

Turning Subscription only 
Students should choose this if the instructor permits the use of ResponseWare from their own device OR if they already have a clicker and just need a subscription.

  • One Year: $24.99
  • Five Years: $48.99
Question Type Multiple choice, sorting, word answer, click-on-target, matching, numeric answer  

Turning Point Clicker: Multiple Choice Short Answer Numeric Response True/False Matching Essay Demographic Assignment Priority Ranking

ResponseWare: multiple-choice, alphanumeric, multiple response and short answer questions.

Allows SMS answering with BYOD


Learn More

Top Hat for Faculty

Top Hat for Students

Turning Point for Faculty 

TurningPoint for Students

Additional Resources

  • Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. San Francisco: Jossey-Bass.
  • Kolikant, Y., Drane, D., & Calkins, S. (2010). Clickers as catalysts for transformation of teachers. College Teaching, 58(4), 127-135.
  • Voelkel, S., & Bennett, D. (2014). New uses for a familiar technology: Introducing mobile phone polling in large classes. Innovations in Education and Teaching International, 51(1), 46-58.
© University of Georgia, Athens, GA 30602