The Use of Audience Response Systems in Nursing Education: Best Practice Guidelines

Mareno, Nicole; Bremner, Marie N.; Emerson, Christie

doi:10.2202/1548-923x.2049

Cited by 35 publications

(38 citation statements)

References 32 publications

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“…Potential disadvantages may occur where there are students without their own mobile devices, if there are problems with network connections, or there is limited access to online ARS via wireless networks. The possibility of technology failure may potentially cause instructor anxiety (Mareno, Bremner, & Emerson, 2010). Noel, Stover and McNutt (2015) noted an increase in the number of studies that have examined the use of mobile devices for 'polling' in educational settings.…”

Section: Audience Response Systemsmentioning

confidence: 99%

“…For the most part, lecturers found ARS relatively easy to use, with the main challenges being the development of suitable questions (Jain & Farley, 2012). However, it can take some time to learn to use the new technology (Mareno et al, 2010). Nielsen et al (2013) found that lecturers with prior experience of ARS were rated higher by students.…”

Section: Audience Response Systemsmentioning

confidence: 99%

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Blending Audience Response Systems into an Information Systems Professional Course

2016

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group.The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.

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Section: Audience Response Systemsmentioning

confidence: 99%

Section: Audience Response Systemsmentioning

confidence: 99%

Blending Audience Response Systems into an Information Systems Professional Course

2016

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“…Based on surveys of students, clicker use in the classroom offers several advantages. Clickers can make class more enjoyable (Ghosh & Renna, 2009;Taneja, 2009), increase student engagement and motivation (Ghosh & Renna, 2009;Bojinova & Oigara, 2013;Eastman, Iyer, & Eastman, 2011;Taneja, 2009), and create a positive learning environment (Kay & LeSage, 2009;Mareno, Bremner & Emerson, 2010). Clickers have been shown to improve college English listening and speaking skills (Yu, Chen, Kong, Sun, & Zheng, 2014) and student attitudes toward technology (Eastman, Iyer, & Eastman, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…One study concluded that the use of clickers does not result in higher grades (Llorens et al, 2014). Technology-based problems (e.g., clickers or software not working) and increased costs to students are also cited in the literature (Mareno et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom

Farag

Park

Kaupins

2015

Journal of Education for Business

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The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. This paper measures clicker use amongst legal studies in business faculty and investigates perceptions and factors associated with adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never or rarely use clickers, and very few faculty members in the discipline use clickers regularly. Instructors perceive clickers to improve teaching, but may be reluctant to adopt them because of time constraints.

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“…Some examples are: voting for decision making, finding characteristics of an audience, market research, etc. In the last decade PRS are used in teaching and training to increase participation, engagement and learning (See for example, Beatty & Gerace, 2009;Mareno, Bremner, & Emerson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Use of Personal Response Systems in Higher Education – A Case Study

Or‐Bach

2014

IJHE

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The study reported in this paper involved the employment of specially designed learning activities based on the use of a Personal Response System (PRS). Instructors in variety of disciplines are increasingly using personal response systems to increase participation, engagement and active learning. Most studies stress the benefits of using a PRS when dealing with large groups; in this paper we stress learning benefits for small classes. We demonstrate in a context of two very different courses how the PRS use can foster formative interactions in class as well as focusing students on the main discipline-specific concepts and skills. We describe the characteristics of these two courses along with their educational goals and how it influenced the design of the PRS-based learning activities. We describe the formative interactions in class as triggered by the PRS-based questions, and we describe findings regarding students' perceptions of the various contributions of the PRS-based learning activities.

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The Use of Audience Response Systems in Nursing Education: Best Practice Guidelines

Cited by 35 publications

References 32 publications

Blending Audience Response Systems into an Information Systems Professional Course

Blending Audience Response Systems into an Information Systems Professional Course

Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom

Use of Personal Response Systems in Higher Education – A Case Study

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