No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Twelve tips for using a computerised interactive audience response system
Medical Teacher
Abstract
The role of the lecture in medical education has recently been called into question. Adults learn more effectively through active learning therefore where is the place for the traditional lecture? This paper describes the use of a computerised audience response system to transform large group teaching sessions into active learning experiences, thereby securing a future for the lecture format. We pass on our tips, gleaned from our varied experiences using the system, for the successful design and running of such interactive sessions.
... Explore the group's thoughts about the diagnostic importance of the history and physical, and share recent evidence that suggests the correct answer to this question is False. Creating and Embedding Questions To Promote Learning (Adapted from and added to Robertson, 2000: Warnick et al., 2003Green, 2002) 1. Identify in your planned teaching/learning activity what questions to ask, for what purpose, and at what point to ask them. Be sensitive to the flow and timing. ...
... Be prepared to share your question with the larger group and to provide feedback to others based on the Question Checklist. Robertson, 2000: Warnick et al., 2003Green, 2002;Caldwell, 2007) Be familiar with and test equipment before hand. Arrange for technical assistance if needed. ...
Abstract This workshop is designed to answer the question of: How can you use an audience response system (ARS) to create interest and enhance learning in ways that are consistent with what we know from the literature about how people learn? It integrates literature on the use of ARS in education and on how people learn, and recent advances in both technology and education. Use of ARS in education is growing and the literature indicates that it can have a positive impact on enthusiasm, attendance, problem-solving, student performance, retention, and overall learning effectiveness. The focus of this workshop is on crafting and critiquing questions which will work well with an ARS and be effective tools for enhancing learning. This complements existing literature which tends to deal largely with using the technology and the outcomes of its use, rather than on what specific characteristics make its use effective for learning. Participants will be actively engaged in discussing pros and cons of using an ARS, identifying examples of major purposes for using an ARS in education, applying educational principles to the development of effective ARS questions, and critiquing ARS questions based on established criteria. This workshop is the most recent iteration of one that has been implemented as a core teaching skills development course offered numerous times at the University of New Mexico School of Medicine, and as a workshop at the Western Group on Educational Affairs (WGEA). Evaluations indicate that the workshop has been quite successful, per participants' perceptions of their pre- and postworkshop levels of proficiency, in achieving its objectives. Participants have also indicated that the organization and method of learning are effective and that they will be able to incorporate this learning into their teaching.
... However, supplementary methods to increase students' engagement and attention are also needed. Student engagement is a major outcome that is emphasized by several outcomecentered methods, such as the various applications collectively known as the "audience response systems (ARS)" (Robertson, 2000;Miller et al., 2003). In the electronic tool that we used, questions can be designed and embedded among PowerPoint slides. ...
The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students’ performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students’ responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students’ engagement, enjoyment, and knowledge retention during distance learning.
... Although much research was conducted on student response systems including descriptions and comparisons (Robertson, 2000;Burnstein & Lederman, 2003;Penuel et al., 2004), research on Plickers touched upon perceptions (Wood et al., 2017) and assessment tool in physical education (Krause et al., 2017). To the best of my knowledge, there is no research yet conducted on the utilization of Plickers in foreign language learning and teaching. ...
Language teachers must adapt themselves to the pace of developing technology hence equip themselves with digital literacy skills in order to understand the 'language' of 'digital natives' (Prensky, 2001), that is, their students. Language teachers' methods for teaching and assessment can greatly be changed through digital tools such as Plickers, a teacher-friendly and student-engaging educational tool for learning, teaching, and assessment. Possessing an aspect of gamification, Plickers can be personalized vis-à-vis students' needs and interests and utilized in reading, listening, grammar, and vocabulary teaching and assessment. All these variations enable teachers to provide and receive instant feedback and learners to interact in a motivated environment thanks to the competitive nature of Plickers. This paper aims to provide comprehensive background information about Plickers and its applications to foreign language education in relation to learning, teaching, and assessment.
... [18,19] Audience response system (ARS) has been adopted in medical education to allow students interactions with instructors. [20][21][22] It is an electronic system that allows students to respond to multiple-choice questions (MCQs) or dichotomous questions (YES/ NO) presented on the screen by using electronic remote devices or clickers. [23] Results are instantly collected, clustered, and displayed anonymously on the screen. ...
Objective:
To provide a cost-saving innovative audience response system (ARS) that permits typing texts and compare its efficiency to the paper-based method in case-based learning (CBL).
Materials and methods:
Orthodontic clinical cases were presented to 149 undergraduate dental students for discussion among teammates. Responses were collected using ARS-based and paper-based. ARS was constructed from an online survey platform (Google forms) then QR code was created for easy and fast access. Students used their cellphones to scan code, view questions, discuss, type, and submit answers within 10 minutes. Feedbacks were collected using a feedback survey. Outcome measures included the number of words, spelling mistakes, time required by the instructor to read submissions, and activity time compliance.
Results:
The average number of words submitted by females in ARS-based 47 ± 8 was significantly higher than 35 ± 16 paper-based, and male ARS-based 36 ± 18 (P < 0.05). ARS-based submissions required significantly less time to read compared to paper-based among whole group, females, males (P < 0.001, P < 0.05, P < 0.001), respectively. Spelling mistakes were lower 1 ± 1 in ARS-based compared to paper-based 2 ± 2. The ARS-based first submission was (-4.28) minutes before the deadline, while paper-based last submission was (+2.19) minutes after (P < 0.05). ARS-based submissions were 12.5 seconds faster to read than paper-based (P < 0.001). Out of 56.4% of respondents, 63.1% preferred using ARS-based and 80% agreed that it provided immediate feedback, with high overall satisfaction.
Conclusions:
This innovated ARS was found to facilitate CBL. It is superior in time and cost-saving to paper-based and other ARSs. It could be useful in distance learning especially during the COVID-19 pandemic.
... To solve this dilemma, various ways to improve the lecture strategy has evolved. Huxham (2005) made use of interactive windows to enhance the lecture method, Robertson (2000) strategies toward interactive lecture method of instruction (Maphosa and Ndebele, 2014). Other lecture enthusiasts have used emerging technologies to make lecture teaching strategy more effective (Ronchetti 2010). ...
Determining the knowledge, the attitudes, and the practices on the different teaching pedagogies perceived by teachers and students are relevant to ensure authentic learning. This research is a short cross-sectional case study that utilized an educational-quantitative-descriptive design. Results showed that both the teachers and students have moderate knowledge on the six teaching strategies, namely: 1) lecture type of teaching strategy; 2) cooperative type of teaching strategy; 3) inquiry-based teaching strategy; 4) mastery type of teaching strategy; 5) learning with emphasis on communication skills; and 6) project-based teaching strategy. Results further showed that the respondents agree in the positive functionality in all the pedagogies (lecture type μ = 2.91; cooperative type μ = 3.00; inquiry-based μ =
2.90; mastery type μ = 2.68; learning with emphasis on communication skills μ = 2.76; and project-based μ = 2.87). In terms of the practice of these teaching strategies, it showed that lecture method is still the most frequently utilized compared to the rest of the student-centered pedagogies. Based on the results, a newly proposed teaching model is crafted. In this model, all six teaching strategies should be used in varied frequency of utilization. The new synergistic teaching strategy model is constructed to point out the need to utilize not only the lecture method but also the other student-centered approaches so that authentic learning will transpire and quality education is achieved.
... Because more residency programs are relying on these newer innovative techniques in educating the future generation of diagnostic radiologists, it is imperative that these specific tools are studied, analyzed, and investigated meticulously as to whether they aid in retention of information for learners. Furthermore, the effect of ARS on learning outcomes remains somewhat ambiguous [2][3][4][5][6][7][8][9][10]. There remains conflicting evidence as to the effectiveness of ARS with regards to short-term and long-term learning retention [2][3][4][5]. ...
Introduction
Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved.
Methods
The primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS.
Results
Wilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, “How often do you study radiology outside of work?” resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series.
Discussion
Use of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.
... In addition, the classroom response system (CRS) has gradually become another commonly seen technological teaching aid in classrooms. Although it is also referred to as an audience response system (ARS), electronic response system (ERS), or simply as clickers [3]- [5], it generally comprises three important components: a simple handheld electronic device, the receiver and the response system software. When using the CRS in classroom, each student is provided a handheld electronic device with which the students can transmit their answers, related to the true-false or multiple-choice questions that the teacher asks, via wireless signals such as infrared ray or Wi-Fi. ...
... In these systems, the educator can periodically display a question using a multiple-choice or truefalse answer format and each member of the audience can respond anonymously using an ARS keypad [5]. Audience response systems are increasingly being used in medical education settings as an effort to increase learners' involvement and evaluation [6,7]. ...
Purpose:
This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons.
Methods:
We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance.
Results:
Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment.
Conclusions:
On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.
... 14. Encourage active discussion with your audience. (Robertson) *Tips 1-3 and 7-11 and 14 came from Robertson (2000); Tips 4-6 and 12-13 came from Turning Technologies. ...
Clickers help to use instructional methods that make engage students in an active learning process based on meaningful learning as a result of their interactions and experiences within anonymously reflect their real answers to questions that asked to promote higher order thinking skills in an active learning environment. Students who reflect their own responses anonymously are mostly relax and have high self-confidence during that instructional process. No matter how excellent and brilliant a teacher might be if you cannot manage your classroom, you are inadequate as a teacher. Best teachers have to be accomplished managers to keep students focused and follow the classroom rules.In this way, teachers also serve as motivators. To deliver the best teaching to students is not just related with active learning but it is also a result of the active instructional management. In this article, the authors describe and detail about using clickers including best ways to use them and literature discussions to explore more useful and creative ways to use of them for effective teaching and management. Finally, the authors discuss how clickers promote students active learning levels in a real classroom environment as a technological tool and how clickers help to manage instructional activities.Clicker'lar, öğrencilerin aktif bir öğrenme ortamında üst düzey düşünme becerilerini arttırmaya yönelik hazırlanan sorulara isimsiz olarak verdikleri cevaplarla kendi aralarındaki etkileşim ve deneyimlerinin bir sonucu olarak anlamlı öğrenmeye dayalı aktif öğrenmeyi sağlayan öğretim yöntemlerine yardımcı olurlar. Tepkilerini isimsiz olarak yansıtan öğrenciler bu öğretimsel süreç boyunca çoğunlukla rahat olur ve yüksek düzeyde kendine güven duyarlar. Ne kadar mükemmel ve zeki öğretmenler olduğunuz önemli değildir, sınıfınızı yönetmeyi başaramadığınız sürece bir öğretmen olarak yetersiz olursunuz. En iyi öğretmenler, öğrencilerini odaklanmış halde tutmak ve onların sınıf kurallarını takip etmelerini sağlamak için başarılı birer yönetici olmak zorundadırlar. Bu şekilde, öğretmenler aynı zamanda bir motive edici olarak görev yapmış olur. En iyi öğretimi yapmak sadece aktif öğrenme ile ilgili değildir fakat aynı zamanda aktif bir öğretimsel yönetimin sonucudur. Bu makalede, yazarlar Clicker'ın en iyi kullanım yollarını tanımlayıp, detaylandırmakta ve onların etkili öğretim ve yönetimde daha özgün ve faydalı bir şekilde kullanımına yönelik uygulamaları literatürdeki örnekleriyle tartışmaktadır. Sonuç olarak, yazarlar Clicker'ların gerçek bir sınıf ortamında teknolojik bir araç olarak öğrencilerin aktif öğrenmelerini nasıl arttırabileceğini ve öğretimsel aktivitelerin nasıl yönetilebileceği üzerine tartışmalar sunmaktadırlar.
... Audience Response System (ARS). Audience Response Systems (ARS) are technologies used to gather responses and give feedback to an audience in real-time [34][29] [37]. With an ARS in the classroom, students can answer questions posted by the teacher and receive immediate feedback about their level of understanding. ...
Nowadays, gamification, or the use of game elements in serious activities, is applied to enhance engagement and to improve user’s outcomes. On another note, the teaching of core concepts about Multi-Agent Systems (MAS) - such as distribution, autonomy, and interaction - is mostly performed by means of traditional theory classroom dynamics. Our claim is that MAS theory classes could be enhanced with gamified activities so that students can experience theoretical concepts in fun hands-on activities. Nevertheless, the design of the gamified classes requires the support of a suitable Gamification Design Framework (GDF) oriented to learning. This work analyses different GDFs and proposes an extension of one of the most widely used. This extension provides further support because it considers social computing in education when proposing an additional design stage along with alternative technologies such as ARS (Audience Response Systems) and LSP (Lego Serious Play). Furthermore, we illustrate its applicability by means of a case study of gamified activities in a multi-agent systems classroom.
... In these systems, the educator can periodically display a question using a multiple-choice or truefalse answer format and each member of the audience can respond anonymously using an ARS keypad [5]. Audience response systems are increasingly being used in medical education settings as an effort to increase learners' involvement and evaluation [6,7]. ...
Purpose:
This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons.
Methods:
We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance.
Results:
Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment.
Conclusions:
On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.
... El turning point favorece el diseño del cuestionario de necesidades educativas LINQ y a través de las sesiones se discute, encausa y fortalece las diversas estrategias. (13)(14) 3..Objetivos ...
El automanejo y la autogestión , se han considerado intervenciones estratégicas que mejoran la calidad de vida de los pacientes con enfermedad Pulmonar avanzada y que han merecido análisis en revisiones sistemáticas por el impacto que generan en la disminución del uso de servicios de salud, mejoría en la actividad de los pacientes lo cual suma a su estado de bienestar general y procura un cambio de comportamiento en los hábitos de Salud favoreciendo el mantenimiento de los beneficios de cualquier intervención en la atención crónica y de Rehabilitación pulmonar .
Buscamos evaluar objetivamente el componente educativo del Programa de Rehabilitación Pulmonar mediante el uso de tecnología de Clickers.
Materiales y métodos: Se eligen los 50 pacientes incluidos en la actividad educativa, que cumpliendo con los criterios de inclusión, asistieron al programa formal de Rehabilitación Pulmonar, 24 sesiones, 3 veces por semana. Los cuales son instruidos previamente en la tecnología interactiva de los clickers, con cumplimiento de sesiones educativas individuales, basados en el cuestionario LINQ y finalizando en plenaria donde utilizan los aditamentos para conocer el grado de comprensión, conocimiento y refuerzo de estrategias educativas.
Resultados y Conclusiones: Se observa en el análisis que ofrece la herramienta un mayor conocimiento en los tópicos de recomendación mundial sobre el proceso educativo, pilar fundamental para un cambio en los estilos de vida de pacientes con enfermedad crónica.
... Designing "good" clicker questions, those that lead to better student outcomes, is still largely up to individual instructors. Clicker question guidelines (e.g., Horowitz, 2006;Martyn, 2007;Robertson, 2000) often emphasize clarity in presentation (e.g., have no more than five answer options, rehearse your presentation) without much direction on how to promote deep learning. Some clicker resource guides, such as those put out by the Science Education Initiative affiliated with Carl Wieman (Wieman et al., 2008), note that the best clicker questions are challenging and designed in such a way where even wrong answers reveal misconceptions (e.g., these answers might be designed from previous student responses). ...
One goal of education is transfer: the ability to apply learning in contexts that differ from the original learning situation. How do we design opportunities to promote transfer in a large lecture course? Studies have shown that learning is enhanced when 1 or more tests are included during learning (the testing effect, e.g., Roediger & Karpicke, 2006) and when study sessions are distributed over time (the spacing effect, e.g., Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006). Furthermore, research on analogical reasoning suggests thinking about abstract principles in multiple superficially different exemplars is critical for transfer. Our quasi-experimental study evaluated whether spaced analogical reasoning questions (delivered via clickers) would improve transfer over a 10-week course. Students in 2 sections of an introductory psychology course were presented with low stakes testing opportunities during every class session of a term. Although both sections used clickers, the Testing group received an additional 1–3 analogical reasoning questions per week designed so that students would apply the same abstract concept (correlation/causation) in a new context (e.g., prenatal growth, literacy). The Notes group was presented with equivalent information in a direct instruction format. To assess long-term transfer, transfer questions were embedded into the midterm and final exam. The Testing group outperformed the Notes group on transfer in the final exam. This indicates that practicing analogical transfer is particularly important for delayed test situations. The current research provides unique insight into the how formative assessment can produce long-term transfer of abstract concepts with current pedagogical technologies.
... A discussion with students regarding the selection of wrong responses then took place in order to clarify any misunderstandings and to resolve doubts or misconceptions about the anatomical topics of theoretical study in the corresponding block. The sessions using the SIDRA anonymous mode were designed according to recommendations for using ARS [31]. Preparing the MCQs was an extremely time consuming task [32], since we attempted to ensure that each question had an explicit pedagogical purpose [33]. ...
This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student’s progress to ensure appropriate training.
... Results have shown that this system improves perceived classroom interactivity, as had been expected. [4] Other formative assessment technology examples include audience response systems, [11,12] voting machines, [13] wireless keypad response systems, [14] and classroom communication systems. [15,16,17] All are very similar in nature to classroom response systems. ...
This paper describes a novel online tool, Individualized, Interactive Instruction (3i), that enables new instructional approaches based on formative assessment. The 3i system provides real-time feedback from students to instructors in the classroom. 3i directly displays each student's progress on specific problem solving tasks that reveal understanding of instructional topics. The 3i system design ensures private and anonymous communication and thus encourages student participation. Most importantly, the combination of these characteristics allows a student-centered learning method that is convenient for students as well as for instructors. Moreover, the 3i system has been evaluated in multiple gateway Electrical Engineering and Life Science courses at the University of California, Los Angeles. This paper will describe the design and implementation of 3i as well as provide a detailed assessment of results from its evaluation.
... In addition to redefining the learning outcomes to emphasize deep learning, we must consider how to redefine the pedagogy that guides our teaching. Consider this set of teaching tips for using a SRS (Robertson, 2000) that focus exclusively on presentation techniques almost ignoring elements related to promoting deep learning: keep questions short to optimize legibility, have no more than five answer options, do not make your questions overly complex, keep voting straightforward, allow time for discussion when designing your presentation, rehearse your presentation to ensure that it will run smoothly, provide clear instruction to your audience, and so on. Horowitz (2006) suggests a similar list. ...
Over the past decade, instructors in colleges and universities increasingly have used Student Response Systems (SRSs)--typically in large classes to increase the level of student engagement and learning. Research shows that both students and instructors perceive SRSs to be beneficial, although evidence of improved learning has been less clear. Experts emphasize that instructors must consider how technology might enhance good pedagogy in order for increases in learning to occur. SRSs do increase student engagement and provide prompt feedback—two key practices that promote learning. However, professional groups propose goals for students in higher education that focus on deep learning rather than the knowledge-centered emphasis of many large classes. Recent research shows that SRSs coupled with pedagogical enhancements can promote deep learning when teaching and questioning strategies center on higher-level thinking skills. A framework integrating the levels of student responses with principles for good pedagogical practice is provided as a guide for using SRSs to foster deep learning
... Using SRS has been found to lead to increased student collaboration (Brewer 2004;Burnstein and Lederman 2001;Robertson 2000;Wieman and Perkins 2005;Wood 2004), attentiveness (Burnstein and Lederman 2001;Carnevale 2005;Roberts 2005;Steinert and Snell 1999), participation (Wampler 2006), interactivity (Homme et al. 2004) and cooperation (Skiba 2006). Skiba (2006) reported that the use of SRS encouraged active learning and student-faculty interaction. ...
In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity and internal consistency reliability of the HDYFATC, as well as its ability to differentiate between the perceptions of students in different classrooms. Very large differences between users and non-users of SRS, ranging from 1.17 to 2.45 standard deviations for various learning environment scales, attitudes and achievement, supported the efficacy of using SRS.
... Table 3 shows a list of best practices for implementing clickers and is from the article "Clickers in the Classroom: An Active Learning Approach" (Martyn, 2007). The tips were compiled from recommendations made by various authors including Robertson (2000), Duncan (2005), and Turning Technologies (2007). The best practices listed are specific to clicker usage and bear a strong similarity to the general guidelines for multiple-choice item-writing. ...
Clickers are also referred to as classroom response systems. They are small-handheld electronic devices that resemble a television remote control, used by students to respond to questions posed by instructors. Typically, questions are provided to students using electronic on-screen presentations. Results of students' responses can be immediately displayed. This display of students' responses allows instructors to gauge the level of understanding of their students, and allows students to reflect on their knowledge of the concept at hand. This gives instructors and students immediate feedback regarding students' knowledge. The use of clickers engages students to actively participate in class sessions. Using a classroom response system makes students accountable, and requires them to respond to questions posed during class. This article will describe tips and techniques to assist instructors to develop effective questions that can be used in conjunction with classroom response systems. The development of effective questions determines the outcome of whether or not the use of a classroom response system is a useful teaching tool. At first impression, one might think that having students respond to multiple-choice questions inspires a rote-learning environment. If instructors take the time and put forth effort to fully consider the best ways to implement clicker driven questions that target higher levels of learning, then classroom response systems can become a very effective learning tool.
... En definitiva, independientemente del objetivo que se marque el docente en la aplicación de los SRI, su empleo puede conseguir que la experiencia de aprendizaje sea más activa, fomentando una mayor eficiencia en la adquisición y retención de los conocimientos (Robertson, 2000). ...
... Regarding healthcare education, Haidet et al. (2004) compared the learning outcomes of students who received active and didactic lectures, and stated that active teaching strategies encouraged involvement among learners. Robertson (2000) suggested various ways to promote active learning in large group teaching sessions. In this study, the group members were collaboratively engaged in composing songs, writing poems, and drawing, and created their own approach to performance. ...
By promoting hope and providing care to patients, nurses serve as both artists and professionals in clinical contexts. However, current nursing education mainly emphasises the teaching of medical knowledge and skills.
The aim of this study is to explore the perspectives of year one nursing undergraduates on the definitions of artistry and the relationship of artistry with the sciences and nursing care.
A qualitative approach with content analysis was adopted in this study.
Seventeen students from a nursing problem-based learning (PBL) class participated in three artistic activities, namely composing songs, writing poems, and drawing, and in two rounds of interviews. Content analysis and peer checking was implemented to ensure that the generated results were trustworthy.
According to the participants, it is probable that the artistic activities encouraged them to relate the arts to their daily lives. Some participants stated that they would like to show their consideration for patients through the arts.
Although there was no consensus among the participants on the relation between artistry and the sciences/nursing, most of the students gained a better understanding of artistry and some were able to link nursing care with artistry. Nursing educators are encouraged to think beyond the boundaries of traditional teaching approaches and nurture their students with the artistry of clinical practice.
... Criticism of the low student participation in traditional lecture formats in higher education has spurred interest in understanding pedagogical implications of ARSs (Benjamin, 1991;Robertson, 2000). Early research with 235 G R A H A M E T A L . ...
This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of `reluctant participators' or students who reported that they are least likely to participate in class under normal conditions. Reluctant participators' perceptions of the helpfulness of the ARS were compared to those of non-reluctant participators. Finally, student comments were analyzed to determine why students with the most negative feelings about the ARS felt the way they did and which teaching practices using the ARS were perceived to have the greatest value by the students.
... [1][2][3][13][14][15][16][17][18] Clickers have been used to assess content comprehension and polling in various health sciences settings. 4,[19][20][21][22][23][24] In recent years, librarians have incorporated clickers into library instruction at liberal arts colleges [25][26][27][28][29] and health sciences centers, [30][31] with much success. ...
This article provides an overview of the usefulness and drawbacks of using clicker technology in higher education and library instruction and presents the results of a survey intended to measure perceptions and uses of clicker technology among librarians (N = 91).
... al. 2001), engineering (Nicol and Boyle 2003), mathematics (Pilzer 2001, Cline 2006), psychology (Chew 2004, 2005), astronomy (Green 2003), geology (McConnell et. al. 2006), statistics (Wit 2003), computer science (Cutts and Kennedy 2005, Kennedy and Cuts 2005), biology (Knight and Wood 2005), pharmacology (Piepmeier 1998) and medicine (Robertson 2000, Rao and DiCarlo 2000). In the 'Evaluations of PI' section below, we report similar successes from our use of PI in philosophy, logic and critical thinking. ...
... Type Type of questions that works with ARS Beatty, 2004; Beatty et al., 2006; Brewer, 2004; Caldwell, 2007; Crouch & Mazur, 2001; Cutts, 2006; Dufresne & Gerace, 2004; Fies & Marshall, 2006; McCabe, 2006; Horowitz, 2006; Kennedy & Cutts, 2005; Miller et al., 2006; Poulis et al., 1998. Format Format in which questions are offered Caldwell, 2007; Cutts, 2006; Horowitz, 2006; McCabe, 2006; Robertson, 2000; Simpson & Oliver, 2007; Uhari et al., 2003. Motivational strategies Attendance Students go to class more Caldwell , 2007; Burnstein & Lederman, 2001; Greer & Heaney, 2004. ...
An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended. Overview An audience response system (ARS) allows students to respond to multiple choice questions using a remote control device. After students click in their responses, the results are instantly amalgamated and displayed in chart form. More often than not, responses are anonymous, but can be linked to specific students for evaluation purposes. The key advantage of using an ARS is that it can give feedback to both students and instructors on how well the entire class understands concepts presented. Once this feedback is obtained, a teacher can modify the course of instruction, or students can work out misconceptions via peer or classroom discussion. ARSs were first introduced at Stanford and Cornell Universities in the mid 1960s, but did not become commercially available until 1992 (Abrahamson, 2006; Judson & Sawada, 2002). In 1999, a new generation of more affordable ARSs was created, with widespread use emerging in 2003. Today, numerous colleges and universities use ARSs (Abrahamson, 2006).
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.
Practitioner notes
What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions.
Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions.
Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
Researchers should continue exploring these potentially beneficial educational implementations in other areas.
There have been efforts to investigate the effectiveness of the flipped learning strategy in the development of scientific research skills (SRS) in the procedural research course among higher education diploma students. However, studies examining the effectiveness of the flipped learning strategy in the development of SRS are, thus far, rare. This study adopted a quasi-experimental design, with two types of teaching methods. One research group was assigned to the flipped learning teaching method (n = 30) and the other to the conventional teaching method (n = 30). A multiple-choice SRS test was developed and used. The results showed that the flipped learning teaching method was more effective than the conventional teaching method, in gauging students’ SRS.
Well over 1000 articles have been written on the subject of Audience Response Systems in the education of health professionals. These studies have involved the students at the undergraduate, graduate and continuing professional education levels. From the articles found, a subset of over 120 articles of ARS use in health professional education was reviewed. A holistic view of the results in these studies showed that there are clear benefits and drawbacks to ARS use from the perspective of the students and teachers. Benefits were found to fit ten (10) distinct categories while drawbacks fit into six (6) discrete categories. This paper summarizes and discusses the benefits (i.e. pros) and drawbacks (i.e. cons) of the use of ARS in the educational process of health professionals.
From medical student lectures to grand rounds to national meetings, medical educators teach in a variety of large group settings. This chapter reviews emerging evidence and best practices for large group teaching. Adult learning theory requires us to reconsider traditional didactic lectures for today’s active learners by finding opportunities for bidirectional flow of information and teacher-learner interaction in the classroom. Interactive strategies such as flipped classroom techniques for large group settings and the optimized use of audience response systems are specifically highlighted. The chapter concludes with a concrete example of the steps necessary to create and deliver an effective large group learning session.
List various global and national recommendations for the use of technology.
With ever expanding volumes of content deemed critical, but limited curriculum time, medical students are responsible for much of the learning process outside of the classroom. Accordingly, face-to-face time must be optimized for efficiency and value. Leveraging an audience response system (ARS) to deliver multiple-choice questions to students in a competitive team environment may be an effective way to facilitate engagement, motivation, active learning, higher-order thinking and problem solving, peer scaffolding, and formative assessment. This paper describes the use of “compete” functions available in an ARS to deliver a competitive team activity to undergraduate medical students in a large classroom setting.
Student response systems, often referred to as "clickers" are small hand-held devices which students may remotely respond to questions that are posed during lecture. In this research, the perspectives and lived experiences of both instructors and students who used clickers were examined. Also, the activities used by instructors were compared to Bloom's taxonomy levels to provide a new component to our understanding of the impact of clickers. Instructors saw clickers as one tool in supporting student learning in their classrooms. The improved participation, immediate feedback, impact on attendance, and relatively easy formative assessment that result from the use of clickers provided the instructors a method of engaging students. The students requested the increase in use because they felt the use of clickers did supported or improved their classroom learning. They also enjoyed the peer discussions that instructors facilitated with regard to the use of clickers. Consequently, it was found that these systems were especially valuable tool for introductory courses and for monitoring peer learning methods in the large lecture classroom
Voting machines are widely used in the classroom to improve the communication between the lecturer and students. They allow lecturers to get precise real-time feedback and evaluate students' responses to concept tests statistically. With these systems, students can learn concepts at the beginning/end and during the lecture. In this research, a method was developed and used with voting machines in large lecture physics classrooms. The method was tested by comparing student performance in voting machine and non-voting machine lecture sections during consecutive three semesters in introductory calculus-based physics I course. Data from the Force Concept Inventory and common examination questions indicates that students using voting machines achieved a significant gain in conceptual learning, and that voting machines reduced the gap between male and female student performances on tests. The results showed that students were positive about the use of voting machines and believed that they helped them learn.
In recent years, higher education has experienced a rapid increase in the use of audience response systems. This is primarily due to their ability to actively enhance individual and group engagement and learning by providing critical and instant feedback. This instant feedback is critical to both students and instructors. Drawbacks of traditional feedback through homework and tests/quizzes include the slow response rate for students and the tediousness for instructors. Summative assessments in the form of tests and exams are not sufficient measures of students' understanding and application of knowledge 1-2. Students need continuous formative assessments to monitor their learning by actively evaluating their level of understanding. Additionally, there is the present need to satisfy the dynamic technology-based demands of current engineering students. In an attempt to address these challenges, a web-based audience response system was employed in an introductory engineering course at a large, land-grant university in the mid-Atlantic region. This introductory course is offered in multiple sections in the first-year engineering program. It is the second in a two-semester, two-course sequence and a prerequisite for all the majors in the engineering college. The web-based audience response system was employed over multiple years in multiple sections of the course. This paper outlines the multi-year application of the system with an approach that can be utilized in any class size. An assessment of the impact on student learning, level of interest and satisfaction with the course are presented. It also discusses students overall assessment of the course. Finally, the strengths and limitations of the system's implementation are discussed with recommendations for first-time users of the technology.
The care for a solid organ transplant patient requires the involvement of a team of care providers throughout the life of the patient and their allograft. These care providers usually obtain additional training in the care for transplant patients. However, transplantation has become sufficiently common to warrant inclusion in the training of many non-specialized practitioners. This chapter describes the current general transplant-related medical education of general surgeons, internists, subspecialist physicians, pharmacists, nurses, and medical students. Following this is an examination of further methods of education and instruction available to students, current resident trainees and those in practice. It is important to the overall care of transplant patients that general care providers receive education on solid organ transplantation early in their careers and through continuing medical education.
Objectives. To implement an anticoagulation guide (AG) and measure understanding with an audience response system (ARS). Secondly, to describe prescribing practices following AG implementation and survey pharmacy students' opinions of the ARS. Methods. Medical and pharmacy residents, pharmacy students, and clinical staff pharmacists responded to 7 case-based multiple-choice questions related to anticoagulation with the ARS before and after an educational intervention. Following AG implementation, a retrospective medical record review measured prescriber adherence to the guide's warfarin initiation protocol (target adherence was 75%). A survey was administered to pharmacy students via the ARS. Results. There were significant increases in the number of preferred responses given by physicians, pharmacists, and pharmacy students on an examination administered using an ARS after completing the educational intervention. Prescriber adherence to the warfarin initiation protocol was noted in 22 of 43 (51%) of the medical records reviewed post-intervention. Conclusion. Use of an ARS improved understanding of the anticoagulation guide as evident by a significant increase in preferred responses on the post-education examination. A majority of pharmacy students surveyed responded that the ARS improved lecture involvement and understanding. However, target prescriber adherence to the warfarin initiation protocol was not achieved.
Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences. Anat Sci Educ. © 2015 American Association of Anatomists.
© 2015 American Association of Anatomists.
Personal response systems (i.e., “clickers”) have been used in classes for about 10 years, whereas lecture software that students access on their own devices is a relatively new technology in education. This study examined student engagement by integrating technology to promote active learning in lecture classrooms. A quasi-experiment was conducted to evaluate students’ perceptions of clickers and lecture software applications compared to traditional lecture methods in three sections of the same hospitality undergraduate course. The findings revealed that “clickers” enhanced student engagement whereas a lecture software application did not. The findings have implications for using technology to enhance student learning.
This study explored the effectiveness of using clickers in remote locations and investigated the impact of using clickers on the teaching and learning techniques that must be employed within a distributed multi-classroom setting. Participants (N=24) synchronously participated in a clicker incorporated seminar either face-to-face, remotely in a group or in remote individual offices. Post-seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives. Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged. The instructor reported that preparation time was increased due to the use of clickers, and that her awareness of remote students increased delivery time. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated technical support would decrease the ongoing time involved. Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in remote educational settings is more complex and time-consuming. It is vital to remember that the technology utilized is only a tool, and that learning that occurs and learners should be in the forefront.
Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found it to be a highly effective method of improving the lecture experience for both students and the lecturer.
Digital backchannels have become an increasingly important field of study for researchers investigating educational technologies. We designed and deployed one such backchannel integrated with a public display -- ClassCommons -- in a 15-week field study that took place in a university classroom. We extracted and analyzed the communication patterns that emerged in the use of ClassCommons. In this paper, we use these data to address the following research questions: how do students appropriate public digital backchannels in classrooms, what communication patterns are typical in classroom digital public backchannels, how if at all do students' participation in the digital public backchannels evolve over an extended period of time and what are the characteristics of the messages that get more responses from other students?
An emerging trend in classroom technology research is the use of computer mediated communication (CMC) tools in classrooms to encourage students' in-class participation. As part of this research thread, we have been investigating the potential of public digital backchannels for building feelings of community among students in university courses. We designed, deployed and evaluated such a tool in a 15-week field study of two undergraduate classes. We found students found using public backchannel during the class is of little distraction, that teachers' attention to the content posted on the channel influence students' tendency to use tools of this kind. Further, we found that the relevance of the content shared is predictive of students' use of ClasCommons in the classroom; these feelings in turn are related to students' perceptions of self-efficacy, collective efficacy and course-specific social support. We also analyzed the content posted in the public backchannel and considered the benefits and drawbacks of the public digital from both students' and teachers' perspectives. We conclude with suggestions for improving the design and deployment of course-related backchannels.
Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and instructors. Traditional CRS rely on special and often costly hardware (clickers), and often special software, requiring IT support. As a result, the costs of implementation and use may be substantial. This study explores the use of a low-cost CRS (VotApedia) from an instructor perspective. The use of VotApedia enabled first-year students to become anonymously engaged in a large-class environment by using their mobile phones to vote on multiple-choice questions posed by instructors during lectures. VotApedia was used at three Australian universities in first-year undergraduate statistics classes. The instructors in the study collected qualitative and quantitative data specifically related to interacting with the VotApedia interface, the in-class delivery, and instructor perceptions of student engagement. This article presents the instructors’ perceptions of the advantages and challenges of using VotApedia, the practicalities for consideration by potential adopters and recommendations for the future.
Los clickers son unidades de votación electrónica sin cable las cuales permiten a los estudiantes interactuar con una presentación para distintos fines, que van desde controlar la asistencia a clase hasta realizar evaluaciones sumativas o formativas, respondiendo a test conceptuales. En la presente nota se exponen sucintamente las características técnicas de este tipo de sistemas de respuesta, se discuten sus posibilidades docentes, se sugieren buenas prácticas de uso que puedan servir como orientación a quienes decidan experimentarlos en el aula, y se referencian algunos materiales accesibles en la red y potencialmente útiles para implementar este recurso en la enseñanza de las matemáticas.
The environment of a large (>300) enrollment first semester general chemistry course taught with clickers was characterized by statistical analysis of historical data, as well as through classroom observations and interviewing of professors and students. Four professors with experience teaching chemistry courses with clickers at this university were selected through purposeful sampling and interviewed. A total of 23 classroom observations were conducted. Data was collected from eleven students through interviews, emails, and focus groups. At the conclusion of the interview, students were categorized as field dependent, field intermediate, or field independent using a hidden figure test. Focus groups were assigned to represent one primarily field dependent group and one primarily field independent group. Interview, email, and focus group transcripts were analyzed until a theory of student interactions emerged. Student interactions are self-assembled, and the success of these interactions seems to be driven by the behavior of resonators: students who move throughout the classroom seeking interactions which maximize student learning.
This article considers the introduction of an Audience Response System (ARS), with a first year politics class at the University of Ulster, to encourage student interactivity and participation via innovative teaching and learning technologies. Four key student-centred benefits are identified: increased student engagement, increased motivation and attendance, a progressive learning experience, and opportunities for self-reflection. Amid the concerns about students' political apathy and/or deficiencies in political literacy, the paper suggests that political science and the ARS might be natural bedfellows.European Political Science (2009) 8, 379–391. doi:10.1057/eps.2009.12
Purpose – The purpose of this study is to provide an initial assessment of an Audience Response System (clicker technology) for library instruction as experienced at Texas A&M University Libraries. Design/methodology/approach – Clickers were tested in three different types of instructional sessions with unique class objectives and different student populations. The study provides an overview of the technology, followed by a report on some of the benefits and challenges the authors encountered in the classroom. Findings – Clickers are fairly easy to use, and provide a fun way to quickly turn traditional classroom lectures into interactive learning experiences. Practical implications – This paper provides concrete applications for how to access student knowledge and implement active learning techniques in the classroom. Originality/value – This paper demonstrates an innovative way librarians can improve library instruction in order to meet information literacy standards and other educational challenges.
The first use of educational technology probably occurred when someone picked up a stick and drew in the sand, or when someone
picked up a piece of cinder and wrote on a cave wall. Chalk, papyrus, paintings, printed books, chalkboards, and more recently
photographs, overhead projectors, televisions, and computers all represent technological advances that can used for educational
purposes. It is common to become fascinated – or infatuated – with new technologies, but it is important to remember that
these technologies are simply tools to support learning. No technology, no matter how sophisticated, will supplant a skilled
teacher, effective instructional methods and designs, or – most importantly – the central role of the student in the learning
process.
It can be a struggle to generate active student participation in library instruction. It is often the first and only time that the instructor will meet with the students, students have a wide range of knowledge and experience, and the instruction is often given in a location outside of the students' familiar classroom. A student response system, or clicker system, can be a tool that helps keep students engaged and actively participating. It can also provide the means for a library instructor to dynamically adjust a class as it progresses, tailoring it for the needs of those particular students.
This article offers twelve tips for effective electronic presentation. Electronic presentation is becoming a much used tool for presenting material in medical education. The article is intended for readers who may be considering using electronic presentation for the first time. The introduction offers reasons for its popularity and occasions when it may be used. The twelve tips are intended to offer assistance in the design and presentation of electronic material. © 1994 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.