Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

2011 ◽  
Vol 4 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Gallayanee Yaoyuneyong ◽  
Amy Thornton
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Communities ◽  
Peer Instruction ◽  
Audience Response ◽  
Audience Response Systems ◽  
Peer Assisted Learning ◽  
Response Systems

scholarly journals ‘Debating’ the Merits of Clickers in an Academic Library

2008 ◽  
Vol 66 (1) ◽  
pp. 20
Author(s):  
Rosalind Tedford ◽  
Bobbie Collins
Keyword(s):  
Active Learning ◽  
Academic Library ◽  
Literacy Skills ◽  
High Tech ◽  
Audience Response ◽  
Audience Response Systems ◽  
Student Centered ◽  
Classroom Response Systems ◽  
Learning And Teaching ◽  
Response Systems

Technological innovations offer an opportunity for librarians to investigate and evaluate the most promising educational tools that will support and “enhance teaching methods and meet the demand for student-centered, active learning classroom strategies.”¹ Librarians are constantly searching for new pedagogical approaches to incorporate into their classroom presentations. With the push to make library instruction more interactive and to include active learning activities that motivate the student audience, librarians are developing creative programs to teach information literacy skills.² As part of this process, librarians are also identifying new tech devices such as audience response systems which may have pedagogic potential for learning and teaching. Audience response systems, or clickers, are gaining popularity on many college campuses as a tool to gauge students’ understanding of the material being presented during a lecture-type session. In an article describing new high-tech products, Gary Roberts predicted that screencasting software and classroom response systems “will eventually become essential tools for dynamic educators.”³

scholarly journals Using audience response systems to enhance student engagement and learning in information literacy teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 28 ◽  
Author(s):  
Paula Funnell
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Information Literacy ◽  
Controlled Study ◽  
Learning Approach ◽  
Audience Response ◽  
Audience Response Systems ◽  
Online Tools ◽  
Response Systems

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

scholarly journals Análisis del empleo de sistemas de respuestas de audiencia (clickers) en clases magistrales de microbiología en una Facultad de Medicina

2019 ◽  
pp. 159-165
Author(s):  
Glòria Soria ◽  
Eva Quandt ◽  
Samuel Bru ◽  
Mariana Ribeiro ◽  
Natalia Ricco ◽  
...  
Keyword(s):  
Prior Knowledge ◽  
Mobile Devices ◽  
Traditional Method ◽  
Peer Instruction ◽  
Audience Response ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Directed Learning ◽  
Response Systems ◽  
De Medicina

Resumen Los clickers o Audience Response Systems (ARS) permiten a los alumnos responder preguntas planteadas por el profesor a través de dispositivos móviles y sus respuestas aparecen instantáneamente en la pantalla del aula, de manera que se pueden discutir y analizar en grupo facilitando en gran medida un aprendizaje socrático y dirigido por iguales (peer instruction). En la Facultad de Medicina de la UIC hemos empleado uno de los mencionados ARS, Socrative, para analizar el conocimiento previo, comprobar la adquisición autónoma de conocimiento, la adquisición de conocimientos después de una clase magistral y como repaso antes de la evaluación. Una encuesta anónima entre los estudiantes valora este tipo de sistemas en comparación con una metodología basada en la lectura de clase magistral. Los resultados no muestran diferencias estadísticamente significativas entre el método tradicional y el Socrative en cuanto al grado de interés ni a los conocimientos adquiridos. Sin embargo, las calificaciones obtenidas por los estudiantes con Socrative fueron significativamente superiores a las obtenidas mediante metodología tradicional. Además el 89% de los estudiantes opina que Socrative es fácil de usar, el 86% que mejora la participación en clase, el 85% que la ameniza, el 81% que facilita la autoevaluación; sin embargo, solo un 54% opina que Socrative le ayudó a obtener mejores resultados en la evaluación. Abstract The clickers or Audience Response Systems (ARS) allow students to answer questions posed by the teacher through mobile devices and their answers appear instantly on the classroom screen, so that they can be discussed and analysed as a group, greatly facilitating Socratic and peer-directed learning. In the Faculty of Medicine of the UIC, we have used one of the aforementioned ARS, — Socrative— to analyse the following aspects: prior knowledge, the autonomous acquisition of knowledge, the acquisition of knowledge after a master class and, finally, as a way to produce a review before the evaluation. We carried out an anonymous survey among our students to compare lectures where Socrative was used with classical lectures based on the professor delivery of the content. The results show no statistically significant differences between the traditional method and the Socrative in terms of the degree of interest or the acquired knowledge. However, the grades obtained by students with Socrative were significantly higher than those obtained when traditional methodology was used. In addition, 89% of students think that Socrative is easy to use, 86% that improves participation in class, 85% that enlivens it and 81% that facilitates self-evaluation; however, only 54% think that Socrative helped them to improve their marks.

scholarly journals Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Elizabeth Riley ◽  
Natalie Capps ◽  
Nicole Ward ◽  
Leslie McCormack ◽  
Judy Staley
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Learning Technologies ◽  
Audience Response ◽  
Clinical Learning ◽  
Audience Response Systems ◽  
Course Performance ◽  
Significant Difference ◽  
Response Systems ◽  
Quantitative Results

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students’ course performance or satisfaction. These specific technologies can be utilized in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity.

scholarly journals Using Classroom Response Technology To Create An Active Learning Environment In Marketing Classes

2012 ◽  
Vol 5 (2) ◽  
pp. 213-218 ◽  
Author(s):  
James A. Muncy ◽  
Jacqueline K. Eastman
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Audience Response ◽  
Audience Response Systems ◽  
Large Classes ◽  
Classroom Response Systems ◽  
Sequential Elimination ◽  
Response Systems ◽  
Classroom Response ◽  
Student Audience

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

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