Physics lecturing with audience paced feedback

Poulis, J. A.; Massen, CH Carel; Robens, E; Gilbert, Marilyn B.

doi:10.1119/1.18883

Cited by 105 publications

(87 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These results suggest that the positive effects of ARS on knowledge outcomes may also be produced by other interactive lecture styles or interactive modalities. These findings support previous studies that have hypothesised that increased interaction, rather than the actual technology, may be the mechanism by which ARS positively affects student achievement (Poulis et al 1998;Caldwell 2007).…”

Section: Discussionsupporting

confidence: 82%

The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21

et al. 2012

View full text Add to dashboard Cite

Background: Audience response systems (ARS) represent one approach to make classroom learning more active. Although ARS may have pedagogical value, their impact is still unclear. This systematic review aims to examine the effect of ARS on learning outcomes in health professions education. Methods: After a comprehensive literature search, two reviewers completed title screening, full-text review and quality assessment of comparative studies in health professions education. Qualitative synthesis and meta-analysis of immediate and longer term knowledge scores were conducted. Results: Twenty-one of 1013 titles were included. Most studies evaluated ARS in lectures (20 studies) and in undergraduates (14 studies). Fourteen studies reported statistically significant improvement in knowledge scores with ARS. Meta-analysis showed greater differences with non-randomised study design. Qualitative synthesis showed greater differences with non-interactive teaching comparators and in postgraduates. Six of 21 studies reported student reaction; 5 favoured ARS while 1 had mixed results. Conclusion: This review provides some evidence to suggest the effectiveness of ARS in improving learning outcomes. These findings are more striking when ARS teaching is compared to non-interactive sessions and when non-randomised study designs are used. This review highlights the importance of having high quality studies with balanced comparators available to those making curricular decisions.

show abstract

Section: Discussionsupporting

confidence: 82%

The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Students use their Clickers to transmit their answers by pressing the appropriate buttons. Although one early example of a clicker had a single response button (Poulis, Massen, Robens, & Gilbert, 1998), modern Clickers usually have a 10-digit numeric keypad and often some accessory buttons including a power switch, a send button, or function keys that permit text entry (Barber & Njus, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Clickers in the Laboratory: Student Thoughts and Views

Johnson¹,

Lillis²

2010

IJIKM

View full text Add to dashboard Cite

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.

show abstract

“…Poulis and colleagues studied the use of a single response hardwired (non-wireless) unit in physics lectures. 5 The students could signal "yes" in response to "yes/no" questions. Higher pass rates were reported with use of this system.…”

mentioning

confidence: 99%

An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum

Slain¹,

Abate²,

Hodges³

et al. 2004

Am J Pharm Educ

View full text Add to dashboard Cite

BACKGROUNDColleges and schools of pharmacy have undergone major curricular changes to better prepare first-professional degree doctor of pharmacy students for practice and to enhance problem-solving skills. The use of techniques that foster active learning and critical thinking are necessary to accomplish this task. Despite increased efforts to enhance active learning, many pharmacy educators have difficulty engaging and maintaining the interest of all students in large classrooms. 1 Engaging students throughout a lecture is believed to make them more active participants rather then passive listeners. 2 Lecturing alone often provides only factual information to students, without enabling them to apply the knowledge. Relying on hand-raising or volunteered responses to questions posed by instructors in class usually only secures responses from a small number of more outspoken students. Other techniques have been used to determine student understanding of concepts and areas of confusion during class (eg, short quizzes, asking students to write down questions they have, etc). However, it takes time to review the students' responses. Thus, it is difficult for instructors to fully assess the degree of student comprehension of the material as it is being presented.Reports from as early as the 1970s on the use of electronic response systems in educational programs showed that such systems could serve as useful tools in large classrooms. 3 Audience response systems (ARS) are electronic tools that provide instantaneous feedback to facilitators and audience members about participants' responses (anonymously) to multiple-choice questions. ARS technology has largely been used by the corporate sector at training meetings and conferences, or as interactive trivia gaming system in taverns. Studies of ARS in corporate training have reported enhanced trainee interest, attentiveness, and retention. 4 The term interactive student response (ISR) system was coined for referring to these systems in the classroom setting. The typical ISR system includes a computer and specific software, a projector and screen, a radio signal receiver unit or a directly wired receiver unit, and personal hand-held units Objective. The purpose of this study was to evaluate the impact of an interactive student response (ISR) system on student learning, interest, and satisfaction. Methods. Students enrolled in 3 courses, Clinical Pharmacokinetics, Medical Literature Evaluation, and Pathophysiology and Therapeutics, were taught using either a traditional lecture format (study year 1) or an ISR system format (study year 2). Primary outcomes of interest were performance on examinations and student attitudes. Results. Students using the ISR system had better scores on the Clinical Pharmacokinetics examination questions (mean scores, 82.6% ± 9.6% vs 63.8% ± 8.3%, p <0.001), on the cumulative final examination for Medical Literature Evaluation (82.9% ±11.5% vs 78.0% ± 12.2%, p = 0.016), and on the evaluable "analysis type" examination questions in the Pathophysio...

show abstract

Physics lecturing with audience paced feedback

Abstract: For some time we have experimented at the Eindhoven University of Technology with a system which provides students with an electronic feedback path to the lecturer, audience paced feedback (APF). In this paper we describe this APF system, and give indications of its effectiveness.

Cited by 105 publications

References 1 publication

The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21

The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21

Clickers in the Laboratory: Student Thoughts and Views

An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum

Contact Info

Product

Resources

About