Creating Learner‐Centered Classrooms: Use of an Audience Response System in Pediatric Dentistry Education

Johnson, Jolene

doi:10.1002/j.0022-0337.2005.69.3.tb03925.x

Cited by 48 publications

(28 citation statements)

References 11 publications

(8 reference statements)

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“…Tehnologia de tip clicker oferă o abordare pentru profesorii care doresc să implice toţi elevii în învăţarea activă în clasă. Johnson (2005) a descris cum clickerii au ajutat profesorii prin angajarea activă a elevilor în timpul întregii ore, furnizându-le feedback prompt. Sistemul de răspuns public precum Mentimeter creează cadrul optim pentru interacţiunea profesor-elevi, transformând clasa dintr-un public majoritar pasiv, într-unul care este activ, prin simpla adresare a unei întrebări la care trebuie să răspundă întregul colectiv.…”

Section: Cercetări îN Domeniu Scurtă Privire De Tip Investigativunclassified

The Lesson of Literature and Ict. The Mentimeter Application

Stanciu¹

2019

RevPed

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RezumatDiferenţele între generaţii se observă din ce în ce mai mult în şcoli, nu numai din punctul de vedere al mentalităţilor, ci şi din perspectiva evoluţiei tehnologiei. În prezent, şcoala trebuie să se adapteze ritmului de dezvoltare a societăţii şi să răspundă nevoilor de formare a tinerilor, care vor deveni adulţi într-o lume a viitorului, caracterizată de schimbare, de prezenţa în viaţa de zi cu zi a tehnologiilor avansate şi a ştiinţei. Întrebarea pe care ne-o punem, în calitate de profesori de limba şi literatura română, este în ce fel metodele şi instrumentele de lucru utilizate la clasă pot fi adaptate la noile mijloace de comunicare, astfel încât interacţiunea profesor-elev să fie realizată într-o manieră mai constructivă şi mai motivantă. Propunem în acest articol o nouă pistă de reflecţie pentru profesorii interesaţi de optimizarea strategiilor de predare, aplicaţia Mentimeter, un element de noutate în România, însă folosită în mod curent în Regatul Unit, în timpul cursurilor preuniversitare şi universitare. Vom avea în vedere definirea conceptului, modul de utilizare, mijloacele materiale necesare, modul de realizare a unor sarcini de lucru cu evidenţierea rolurilor profesorului şi ale elevului, realizarea unei aplicaţii didactice. În opinia noastră, Mentimeter poate fi un instrument TIC pus în serviciul educaţiei, reuşita acestui demers depinzând însă, în bună măsură, de creativitatea şi deschiderea spre nou a fiecărui cadru didactic.Cuvinte-cheie: aplicaţie didactică, lecţia de literatură, Mentimeter, optimizarea metodelor şi instrumentelor de lucru, schimbarea societăţii. AbstractProgressively, the differences between generations can be observed in schools, not only from the mentality point of view, but also through the evolution of technology. Nowadays, school has to adapt to the society's development rhythm and prepare the youth for the future, which is characterized by change, advanced technology and science. As a Romanian Literature and Language teacher, the question which is raised is in what way the strategies, methods, and means used in class can be updated to the new types of communication and the necessities that students have according to the fundamental change of the society, such that the connection teacher-student can be realised in a more constructive and motivational way. This article proposes a new way of reflection for teachers interested in the optimization of methods and teaching means used in class -Mentimeter represents an innovative element in Romania, but currently used in the United Kingdom for high-school classes and university lectures. We will take into consideration how to define this concept, the process, the necessary means and materials, the lesson category, how to give suitable tasks in order to highlight the teacher's and student's role, realising didactic applications. In our opinion, Mentimeter can be an ICT method used in education, but it's success depends on the teachers' creativity and open-mindedness to innovation.

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Section: Cercetări îN Domeniu Scurtă Privire De Tip Investigativunclassified

The Lesson of Literature and Ict. The Mentimeter Application

Stanciu¹

2019

RevPed

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“…Lecturing and learning are synonymous; hence, the underlying principles governing the appropriate teaching approaches are mainly aimed at encouraging student-tutor communications, enabling consistent feedbacks and establishing an interactive teaching model [2]. Other crucial pedagogical elements in any given course are to promote deep learning, though, most postsecondary educational courses rely on traditional teacher-centred and passive student participation approaches [3]. Evidence shows that didactic lectures require a high level of motivation and concentration, yet it yields low retention of the knowledge, approximately 5-50% of the taught subject [4].…”

Section: Introductionmentioning

confidence: 99%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Alharbi

Alazmi

Momani

et al. 2020

Preprint

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Background: The advent of electronic teaching facilities improved tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive and interactive model to traditional pedagogy, on the retention of information by undergraduate dental students and to explore the students’ perception and acceptance of PB-ARS. Methods: This cross-over clustered randomised control trial was conducted with 34 final year undergraduate dental students, who were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures a week apart (L 1 and L2). During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants (PB-ARS group). In contrast, G2’s participants acted as a control group (CG), and they were taught using the traditional presentation. In the second week (L2), the interventions were crossed. Participants from both groups completed pre- and post-lecture multiple-choice questions (MCQ) to assess short-term retention of information. They also filled post-lecture questionaries' to determine their perceptions of teaching delivery. Their performance in the final MCQ exam (10 weeks following L2) were used assess the long-term recall of the obtained knowledge. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in PB-ARS group showed an improvement in their post-lecture scores compared to 79.3% for CG, it was statistically insignificant. Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge.There was a mildly favourable attitude of students to the PB-ARS system; however, the difference in the overall rate of the level of satisfaction in both was statistically insignificant.Conclusion: PB-ARS system has a minimal insignificant effect on short- and long term retention of knowledge of the undergraduate dental students, though it was a slightly more preferred adjunct to conventional classroom teaching. Due to the limitation of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

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“…The anonymity offered by ARS also makes it easier for students to participate without the fear of public speaking or ridicule for not knowing the correct answer (Cain and Robinson, 2008;Draper and Brown, 2004;Beekes, 2006). Teachers cited a pronounced level of student attention during ARS lectures that was not observed in the absence of ARS (Arneja et al, 2009;Freeman and Dobbie, 2005;Johnson, 2005;Pradhan, Sparano and Ananth, 2005). Table 3) reported a distinct improvement in learning outcomes as measured by test scores, including those of National exams.…”

Section: Introductionmentioning

confidence: 99%

Pros and Cons of Audience Response Systems in the Education of Health Professionals

Denkewicz¹

2019

MedEdPublish

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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.

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Creating Learner‐Centered Classrooms: Use of an Audience Response System in Pediatric Dentistry Education

Cited by 48 publications

References 11 publications

The Lesson of Literature and Ict. The Mentimeter Application

The Lesson of Literature and Ict. The Mentimeter Application

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Pros and Cons of Audience Response Systems in the Education of Health Professionals

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