Frequency of participation in student response system activities as a predictor of final grade: An observational study

Mikhail

Journal of Dental Education

et al. 2022

The impact of COVID-19 required revisions in curricula, especially among professional programs that have traditionally required hands-on learning of content. This study endeavored to assess the level of effectiveness of the online presentation of material both qualitatively and quantitatively in a 5-week module on cariology for first-year dental students. Quantitative analysis of the assessment data was required to determine if an interactive engagement platform increased student outcomes. Quantitative survey and qualitative student comments were analyzed to determine the students' preferences for supplemental learning opportunities and utilization trends. The purpose of this study was to measure the learning outcomes of online course delivery with the use of an interactive education platform. Methods:The dental class of 2023 received the cariology material in a live, inperson lecture format. The class of 2024 received the same material in a combination of synchronous Zoom lectures and asynchronous interactive presentations utilizing the interactive education platform (Nearpod). The identical midterm examination on cariology was administered to both cohorts at the completion of the 5-week module. Results: Quantitatively, the class of 2024 had a significantly higher mean score than the class of 2023 on the midterm examination, collectively and in both female and male cohorts. Qualitatively, the dental students overwhelmingly expressed support for the ease of use and educational value of the Nearpod platform.Conclusions: This study found that student performance on the identical exam was improved through the use of synchronous Zoom lectures and asynchronous Nearpod review sessions. The application of technology to enhance remote learning can be effective in supporting student mastery of core concepts in dental education.

Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 81%

See 1 more Smart Citation

Assessment of learning outcomes of first year dental students using an interactive Nearpod educational platform

Mikhail

Journal of Dental Education

et al. 2022

“…Some literature reviews related to clicker use in health-related disciplines, including medicine, nursing, and allied health have been presented [76]. This is the case of the investigation carried out by Tornwall et al [77], who studied whether or not the frequency of participation in activities guided by SRSs influenced the time required by the students to obtain their final course grades. Another review paper analysed the potential benefits of SRSs in a nutrition and dietetics course [78].…”

Section: Medical and Health Sciencesmentioning

confidence: 99%

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

“…A multi-featured, cloud-based program called Nearpod is an alternative to PP that has increased the ASR in postsecondary courses, improved students’ grades, and has been viewed positively by university students (McClean & Crowe, 2017; Tornwall et al, 2020). With Nearpod, faculty upload their PP into the program then “nearpodize” it, meaning they add a variety of multimedia and ASR features.…”

Section: Academic Technologiesmentioning

confidence: 99%

Academic Technologies for College Students With Intellectual Disability

2020

Institutes of higher education have encountered an increase in enrollment of students with intellectual disability (ID). This increase is due, in part, to societal movements (e.g., inclusive participation in life activities) and federal legislation. There are potential benefits to both individuals with ID and society when students within this population complete college (e.g., earn certificates, a collection of completed courses and experiences, increased future employment opportunities). Nevertheless, there are barriers to college that students with ID need to overcome to have successful experiences, particularly in their academic or functional academic courses. This paper presents numerous instructional technologies grounded in behavior analytic strategies and Universal Design for Learning (UDL) that university faculty might implement in their courses and/or recommend to their students for studying to facilitate the learning of college students with ID and their classmates.