Students perceptions of audience response system in classroom feedback: A qualitative study

Ismaile, Samantha; Alhosban, Fuad

doi:10.21833/ijaas.2018.04.008

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…Our findings are consistent with other national studies that were conducted among dentistry and nursing students. 12 , 15 Both studies found the ARS system to be an effective tool to enhance student attention, engagement, and overall attitude. Kaleem et al who did not find any change in students’ academic achievements but stated their belief that the fun environment fostered by the ARS could eventually result in higher student achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Ismaile and Alhosban found that the immediate feedback and anonymity available via ARS technology-enhanced nursing students’ peer discussions at Princess Nourah bint Abdulrahman University (PNU) and improved their understanding of a lecture’s main concepts. 12 A study by Almanasef et al at King Khalid University found that using a flipped classroom technique for pharmacy students increases their satisfaction and engagement with their peers and with the instructor more than a traditional class. 3 Studies in Saudi Arabia have only assessed the impact of either flipped classroom techniques or ARSs separately and never integrated the two.…”

Section: Introductionmentioning

confidence: 99%

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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%

Section: Introductionmentioning

confidence: 99%

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

Basheer

Almazrou

2021

AMEP

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“…Also, it also helps the respondents to freely present their personal opinions, without social pressure as in the group interview. In the qualitative study, with the same question, individuals perceive and explain differently depending on their personal experience (Ismaile and Alhosban, 2018). Although qualitative research does not answer research questions in specific numbers as quantitative research, it provides detailed answers to research questions about many aspects of the problem.…”

Section: Research Methodsologymentioning

confidence: 99%

Determination of construction supplier evaluation criteria using word tags

Nguyen¹

2018

Int. j. adv. appl. sci.

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The construction material is one of the critical factors to create products from construction processes. Proper evaluation and selection of building material supplier can increase product quality, reduce defects and costs, etc. To select good material suppliers, defining core criteria for evaluating them is one of the most important economic decisions in the success of any construction contractors. In Vietnam, however, there have not been many publications related to the evaluation and selection criteria of material suppliers. For this reason, this study presents an overview of the criteria for evaluating and selecting construction material supplier based on the reference of domestic and foreign documentation combining in-depth interviews with construction professionals. The research data collected through expert interviews were qualitatively analyzed by word tags. The results show that the five most important criteria are price, quality, number of projects involvement, ability to deliver on time, and supplier relationship.

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“…The motivational learning ambivalence inside the class reflects more the teaching-learning activities the teachers are employing inside that specific part of the international nursing program learning environment. Student nurses have shown that feedback from lecturers and peers influence learning (Ismaile and Alhosban, 2018). The unraveled experience shows that this process is disrupted by language barriers.…”

Section: Theme 2: Communicative Struggle Within the Divergence Of Reamentioning

confidence: 99%

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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Pre-clinical learning in nursing science introduces unique terminologies, abstractions, and activities needed in foundational knowledge. The language, culture, and pedagogical differences within the non-native English-medium instruction result in more complex situations for international students. The study aimed to reveal the lived experiences of international nursing students in a non-native English pre-clinical learning environment. Utilizing phenomenological design, interviews gathered data from purposively sampled participants, from four different Asian countries enrolled in an international program. Thematic analysis was done to reveal their experiences. Four major themes emerged from the participants' narratives. Their lived experiences began with idealized expectations defined by family influence, guided opportunity, and inspiration. It evolved into a communicative struggle with the divergence of reality from their expectations. Their shaken idealizations and disrupted learning process due to language barriers had an emotional toll. The satisfactory laboratory experiences with unmet expectations brought out ambivalence in them. Communing with others, adaptive response and introspection helped them towards reality reorientation and recalibration, the last two themes to emerge. Different aspects with varying impact within the learning environment defined the experiences of the nursing science international students. These students process and develop their own adaptive responses within their evolving experiences in the non-native English pre-clinical learning environment. Policy development, continuing English language support, student development and support programs for nursing science international program students in the context of pre-clinical training are needed.

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Students perceptions of audience response system in classroom feedback: A qualitative study

Cited by 7 publications

References 13 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

Determination of construction supplier evaluation criteria using word tags

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

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