Engaging Students Through the Use of Classroom Response Systems

Moredich, Cheryl; Moore, Ellen M.

doi:10.1097/01.nne.0000270225.76661.74

Cited by 53 publications

(31 citation statements)

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“…Research has supported that Clickers create an atmosphere of student interaction that enhances critical thinking and the ability to utilize knowledge in the safety of the learning environment. Students come to learn better prepared as they know there will be a quiz, and Clickers support stimulating discussion among students about the plausibility of quiz responses (Fitch, 2004;Hatch, et al, 2005;Johnson & McLeod, 2005;Moredich & Moore, 2007;Ribbens, 2007;Skiba & Barton, 2006;Trotter, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Greater use of technology has been introduced into classrooms to encourage student involvement (Johnson & McLeod, 2005;Moredich & Moore, 2007;Ribbens, 2007) in the past several years. Research has shown that actively engaged students will absorb and retain more content (Moredich & Moore, 2007;Trotter, 2005). It has also been shown that using a variety of teaching/learning methodologies enhances learning for students with differing learning styles (Barell, 2003;Fink, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Content students do not comprehend is identified so that complicated material may be clarified (Hatch, Jensen, & Moore, 2005;Howe & Strauss, 2000;Moredich & Moore, 2007;Stein, Challman, & Brueckner, 2006;Trotter, 2005). Research has supported that Clickers create an atmosphere of student interaction that enhances critical thinking and the ability to utilize knowledge in the safety of the learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This was achieved via an online quiz in Moodle in the penultimate week of the semester. Many methods are used to enhance student engagement in instructional nursing education courses (Moredich & Moore, 2007;Richardson & Trudeau, 2003) and systems are introduced as new technologies become available (Fink, 2005;Fitch, 2004;Roberts, 2005;Skiba & Barton, 2006;Weimer, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Clickers in the Laboratory: Student Thoughts and Views

Johnson¹,

Lillis²

2010

IJIKM

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Many methods are used to enhance student engagement in instructional nursing education courses, and systems are introduced as new technologies become available. The aim of this research was to evaluate student's experiences of the use of an Audience Response System (ARS) -aka Clickers -in the laboratory setting and determine if it improved student knowledge retention and contributed to the body of research in this area. Students used handheld RF devices to respond to PowerPoint questions in relation to wound care and management. This approach helped to focus student's attention and provide feedback on student's comprehension of material. Use of ARS devices facilitated preparation for an in-class Moodle quiz. Focused ARS questions helped students maintain attention and stay motivated to learn. Feedback allowed clinical skills facilitators to adapt laboratory sessions to address areas of deficiency.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Clickers in the Laboratory: Student Thoughts and Views

Johnson¹,

Lillis²

2010

IJIKM

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“…The literature also clearly outlines the many numerous pedagogical benefits that the use of SRSs entails. These include improved classroom interaction, improved student learning, improved motivation, better retention of material and better attendance (Blasco-Arcas, et al, 2013, Bruff, 2009, Caldwell, 2007, Moredich and Moore, 2007, Rowlett, 2010. In addition, action learning activities and classroom assessment techniques (Angelo and Cross, 1993) are easier implemented through the use of SRSs (Sarason andBanbury, 2004, McLoone et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

McLoone

Kelly

Brennan

et al. 2017

MSOR

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Most of the existing student response systems, such as clickers, have limited input capabilities, typically only offering students a multiple-choice selection. In some instances, students can input a numerical or textual response. However, mathematical equations, diagrams, etc. are all beyond the capabilities of such systems. This paper proposes and presents a novel multi-platform smart device-based student response system, called UniDoodle, that allows for a more generic and flexible input. This system consists of a student application that allows for freeform input through sketching capabilities, a lecturer application that allows easy viewing of multiple sketch-based responses and a cloud-based service for co-ordinating between these two applications. In essence, students can now respond to a question posed by the lecturer using sketches and, hence, mathematical equations, circuit diagrams, graphs, etc. are all possible on the UniDoodle system. In addition, the lecturer can now gain a richer and more useful insight to the students' understanding of the relevant material. This paper also evaluates the UniDoodle system in a large class of first year Engineering Mathematics students. Details of the UniDoodle system, the evaluation process and the feedback obtained are all presented within.

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Electronic Voting in Dental Materials Education: The Impact on Students’ Attitudes and Exam Performance

Barbour

2008

Journal of Dental Education

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Dental materials is an integral part of any undergraduate dental curriculum and is most commonly taught in a traditional didactic, lecture-based format. It suffers from the ignominy of being viewed by many as a dry, factual subject with little to excite or engage the student. In this article, the author presents the experimental use of an electronic voting (eVoting) system in an undergraduate dental materials course. The practical and aspirational aspects of its application are described. The objective was to assess the student perception of the experiment and the impact on end-of-course examination results. The eVoting system proved overwhelmingly popular with the students with 95 percent in favor of its use at the beginning of the course and 91 percent at the end. There was, however, no statistically significant impact on the results of the examination at the end of the course, when compared to the previous year's cohort of students for whom eVoting was not used. eVoting encouraged student interaction and engagement and contributed to student satisfaction but was not seen to affect the outcome measurement (end-of-course examination result).

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Engaging Students Through the Use of Classroom Response Systems

Cited by 53 publications

References 0 publications

Clickers in the Laboratory: Student Thoughts and Views

Clickers in the Laboratory: Student Thoughts and Views

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

Electronic Voting in Dental Materials Education: The Impact on Students’ Attitudes and Exam Performance

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