Going Beyond Clickers: Using a Versatile Web-Based Response System for Engaging Audiences in College Classrooms and in Public Science Events

Sarvary, Mark A.; Gifford, Kathleen M.

doi:10.21125/edulearn.2017.0420

Cited by 14 publications

(21 citation statements)

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“…Given the practicality issues with the classic ARS, newer alternatives such as “Poll everywhere ® ” have been successfully used in medical education. 13 , 20 , 21 Poll everywhere ® and similar polling software’s are affordable, more convenient in terms of set up, students can use their own mobiles instead of remotes. Other advantages poll everywhere ® is flexibility in terms of location, instructors can integrate active learning remotely using such technology.…”

Section: Discussionmentioning

confidence: 99%

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Basheer

Almazrou

2021

AMEP

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Background Studies conducted in Saudi Arabia assess student’s perception towards using the flipped classroom or audience response system (ARS) separately, none integrated the two strategies. This study aims to evaluate pharmacy students at King Saud University – college of pharmacy’s perceptions of student engagement and satisfaction with audience response system (ARS), and the flipped classroom techniques. Methods Two lecture topics were flipped and delivered to female students enrolled in the pharmacy practice lab course at the university. An audience response system was integrated into the flipped classroom. The satisfaction of the students was measured using an online questionnaire. They then rated their satisfaction on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results Overall, 82.1% of the students stated that the ARS made the class better; 71.64% agreed that taking a course in a flipped classroom was a useful learning experience. Online questionnaire revealed that the ARS fostered students’ thinking skills and peers’ interaction. Many students report that the flipped classroom made them evaluate their learning processes and pace themselves according to their speed, time, and level of interest. Students, however, stated that technical issues and time-consuming tasks were a downside to these teaching strategies. Conclusion Although the students’ overall response to the use of ARS and flipped classroom techniques was positive; limited class time hindered students from achieving the full benefits reaped from these strategies. Therefore, as per our study's results, modifying the duration of the class to ensure it is not too short to be overwhelming can help instructors utilize these startegies in the best possible manner. Alternatively, a thorough and pre-emptive selection of familiar discussion topics ahead of time would also help in this regard.

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Section: Discussionmentioning

confidence: 99%

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Basheer

Almazrou

2021

AMEP

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“…We will offer alternative means for students to participate and communicate with the instructor and the rest of the class, such as polling (Sarvary & Gifford, 2017), discussion boards (Suler, 2004), shared documents (e.g., Google Docs; Perron & Sellers, 2011), and cooperative annotations (Zhu et al, 2020). Additionally, our instructors have had great success using the chat feature within Zoom.…”

Section: Do Not Require Video Cameras To Be Turned On and Do Offermentioning

confidence: 99%

Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so

Castelli

Sarvary

2021

Ecology and Evolution

285

237

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Enrollment in courses taught remotely in higher education has been on the rise, with a recent surge in response to a global pandemic. While adapting this form of teaching, instructors familiar with traditional face-to-face methods are now met with a new set of challenges, including students not turning on their cameras during synchronous How to cite this article: Castelli FR, Sarvary MA. Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecol

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“…The ARS allowed the presenter to act as a facilitator between the information and the audience. This is contrary to a traditional paper survey with limited personal interaction and typically less information provided on the survey topic (Sarvary & Gifford, 2017;Stoneking, Grall, Min, Dreifuss, & Spear Ellinwood, 2014;Uhari, Renko, & Soini, 2003). Though audience members were offered the alternative of a paper survey, none elected this option.…”

Section: Vignette Study Descriptionmentioning

confidence: 99%

“…We specifically chose ARS settings that did not link individual-level data to responses to permit anonymous voting. This format potentially eased participants into expressing their attitudes, especially if they were concerned that they might differ from those of the majority (Sarvary & Gifford, 2017;Uhari et al, 2003), and encouraged greater survey participation in these public settings. This study was also a pilot project that limited the number of conferences the first author was able to attend during the data collection period.…”

Section: Limitationsmentioning

confidence: 99%

HPV Knowledge and Attitudes Among American Indian and Alaska Native Health and STEM Conference Attendees

Lee

Noonan

Nelson

et al. 2019

IJIH

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Background: American Indian and Alaska Native women had approximately twice the incidence of cervical cancer as white women. Preventive measures for cervical cancer rely on screening and HPV vaccination. However, vaccine series completion and catch-up vaccinations for eligible adults are low across all racial/ethnic groups. Therefore, the aim of this study was to identify gaps in knowledge and evaluate the attitudes toward HPV and the vaccine among AIANs with various levels of training in the STEM and health-related fields. Methods: Survey data were collected from audience members at two national conferences geared towards American Indian and Alaska Natives in health and STEM fields in September 2017. A vignette study was administered via a live electronic poll to test knowledge (true/false questions), attitudes, and to collect demographic information. Results: Respondents self-identified as primarily American Indian and Alaska Native (74%), pursuing or completed a graduate degree (67%), and female (85%). Most respondents (86%) were aware of HPV-associated cancer in men. However, most (48-90%) answered incorrectly to detailed true/false statements about HPV and available vaccines. After educational information was provided, opinions collected via vignettes highlighted mainly positive attitudes toward vaccination; specifically, that vaccines are safe and all eligible community members should be vaccinated (75% and 84%, respectively). Conclusions: We observed that our respondents with higher educational attainment still lacked accurate knowledge pertaining to HPV and the vaccine. Overall, continued education about HPV and the vaccine is needed across all levels of education including American Indian and Alaska Native community members and health professionals.

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Going Beyond Clickers: Using a Versatile Web-Based Response System for Engaging Audiences in College Classrooms and in Public Science Events

Cited by 14 publications

References 0 publications

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Assessing Female Pharmacy Students’ Satisfaction with Active Learning Techniques at King Saud University

Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so

HPV Knowledge and Attitudes Among American Indian and Alaska Native Health and STEM Conference Attendees

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