scholarly journals Web-based audience response system for quality feedback in first year engineering

2020 ◽  
Author(s):  
Brian Frank
Keyword(s):  
First Year ◽  
Audience Response System ◽  
Audience Response ◽  
Web Based ◽  
Response System ◽  
Quality Feedback

Using a web-based audience response system in medical school

2014 ◽  
Vol 48 (11) ◽  
pp. 1128-1128 ◽  
Author(s):  
Adrian Gooi ◽  
Michael Gousseau ◽  
Serena Nelko ◽  
Bryan Janzen
Keyword(s):  
Medical School ◽  
Audience Response System ◽  
Audience Response ◽  
Web Based ◽  
Response System

Promoting Active Learning using a web-based Audience Response System

2016 ◽  
Author(s):  
Christoforos V. Karachristos ◽  
Elias C. Stavropoulos ◽  
Vassilios S. Verykios ◽  
Fotis Lazarinis ◽  
Evangelos Sakkopoulos ◽  
...  
Keyword(s):  
Active Learning ◽  
Audience Response System ◽  
Audience Response ◽  
Web Based ◽  
Response System

scholarly journals An Overview of the Pingo Audience Response System in Undergraduate Mathematics and Statistics Teaching

2018 ◽  
Vol 17 (1) ◽  
pp. 25
Author(s):  
Kristian Paul Evans
Keyword(s):  
Student Engagement ◽  
Audience Response System ◽  
Audience Response ◽  
Undergraduate Mathematics ◽  
Web Based ◽  
Large Group ◽  
Response System ◽  
Web Based System ◽  
Mathematics Department

Obtaining interaction and engagement in large group teaching can be challenging, in particular in STEM subjects where it is essential to be able to efficiently present symbols, equations and formulae. Pingo is a free, web-based system that provides an excellent way of introducing interaction in large group teaching, as there are no restrictions on the number of participants. It is particularly useful in Mathematics-based subjects as it is TeX compatible. Such interaction also provides feedback to students and lecturers and it is a straightforward, but creative way to enhance student engagement. The author has tried and tested Pingo weekly in Mathematics and Statistics modules. This article provides all the information and resources required to start using Pingo along with some reflections on its use in the Mathematics Department at Swansea University.

Using an Audience Response System to Enhance Student Engagement in Large Group Orientation

2006 ◽  
pp. 80-95 ◽  
Author(s):  
Sally Kift
Keyword(s):  
Student Engagement ◽  
First Year Experience ◽  
First Year ◽  
Audience Response System ◽  
Audience Response ◽  
Learning Design ◽  
Learning And Teaching ◽  
Large Group ◽  
Response System ◽  
Teaching Problem

This chapter discusses an innovative use of an audience response system (ARS) to address the vexed learning and teaching problem of how to manage effective student engagement in large group academic Orientation sessions. Having particular regard to the research that informs transition practice to enhance the first-year experience, the chapter addresses the pedagogical basis for the decision to adopt the ARS technology as integral to the learning design deployed. The Orientation exemplar discussed is drawn from practice in a law faculty; however, the general approach illustrated is capable of replication regardless of discipline or institution. In the hope that this case study might be transferred to other applications, the enactment of the learning design involving the ARS is described, and an analysis of the evaluation conducted is also presented.

The Audience Response System

2006 ◽  
pp. 222-247 ◽  
Author(s):  
Vivienne O’Connor ◽  
Michele Groves ◽  
Sandy Minck
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
First Year ◽  
Audience Response System ◽  
Audience Response ◽  
Audience Response Systems ◽  
Educational Benefits ◽  
Graduate Entry ◽  
Response System ◽  
Response Systems

There are general, educational benefits of audience response systems (ARS), although relatively little application (or evaluation) in medical education. We briefly review changes in medical education worldwide over the last two decades, highlighting areas in which new tools, such as ARS, are valuable. We evaluated an ARS for more than 300 first-year, graduate-entry medical students, used in four 2-hour educational sessions, summarising the benefits and limitations of the system.

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