Using the Personal Response Systems to Enhance Student Learning

Hinde, Kevin; Hunt, Andrew J.

doi:10.4018/9781591409472.ch010

Cited by 4 publications

(6 citation statements)

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“…The instructor is presenting ideas, gathering formative assessment data, and adjusting content and teaching strategies based on how well students understand the concepts (Brewer, 2004;Cutts, 2006;Elliott, 2003;Greer & Heaney, 2004;Hinde & Hunt, 2006;Jackson et al, 2005;Kennedy & Cutts, 2005;Poulis et al, 1998;Stuart et al, 2004). There is some evidence to suggest that this approach has been successful (Brewer, 2004;Greer & Heaney, 2004), although Abrahamson (2006) speculates that success may be dependent on an instructor's experience level and ability to instantly address problems and misconceptions.…”

Section: Contingent Teachingmentioning

confidence: 99%

“…One of the most common and successful strategies used with ARS is peer based instruction, which involves displaying a higher level question that could identify a misconception, asking students to click in a response, giving students time to discuss and defend their answers with two to four peers, taking a re-vote on the original question, and having the instructor provide a brief summary (Brewer, 2004;Bullock et al, 2002;Burnstein & Lederman, 2001;Crouch & Mazur, 2001;Cutts, 2006;Hinde & Hunt, 2006;Jones et al, 2001;Kennedy & Cutts, 2005;Miller et al, 2006;Nicol & Boyle, 2003). Crouch & Mazur (2001) provided 10 years of evidence suggesting that peer based instruction provides significant gains in student learning performance.…”

Section: Peer Based Learningmentioning

confidence: 99%

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A strategic assessment of audience response systems used in higher education

Kay

LeSage

2009

AJET

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An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.

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Section: Contingent Teachingmentioning

confidence: 99%

Section: Peer Based Learningmentioning

confidence: 99%

A strategic assessment of audience response systems used in higher education

Kay

LeSage

2009

AJET

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“…They enable students to answer questions asked in class with real‐time, anonymous feedback, and also allow students to compare their performance with others, thus providing an incentive to exchange their ideas and solutions (e.g., Banks, ; Crouch & Mazur, ; Fies & Marshall, ; King & Robinson, ; McDaniel, Agarwal, Huelser, McDermott, & Roediger, ). Such electronic systems have been extensively used in many scientific disciplines (e.g., King & Joshi, ; Landis et al., ; MacArthur & Jones, ), and a large number of studies have reported positive effects in learning contexts when clickers are used (e.g., Hinde & Hunt, ; Kennedy & Cutts, ; King & Joshi, ; Knight & Wood, ; Lucas, ; Martyn, ; Mayer et al., ; Purchase, Mitchell, & Ounis, ; Singh, ; Smith et al., ). These positive effects have been attributed, at least in part, to the fact that clickers promote active learning and fruitful interactions between peers in the classroom (e.g., Anthony, ; Blasco‐Arcas, Buil, Hernández‐Ortega, & Javier Seze, ).…”

Section: The Peer Instruction Methodsmentioning

confidence: 99%

Comparing the effectiveness of peer instruction to individual learning during a chromatography course

Morice

Michinov

Delaval

et al. 2015

Computer Assisted Learning

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Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study has been conducted from the socio-cognitive approach which suggests that individuals working alone perform better than those interacting with others in groups. Thus, the aim of the present study was to examine whether peer instruction improves learning when compared with an individual learning method that does not require any interaction with peers. After being randomly divided into either a peer instruction or an individual learning condition in a chromatography course, students had to answer to a series of multiple-choice questions using clickers at the beginning (pre-test) and end of (post-test) the session. Results revealed that the percentage of correct answers increased similarly from the pre-to the post-test in both conditions. Nevertheless, students perceived the peer instruction method as being more satisfying, engaging and useful than the individual learning method. The findings revealed that peer instruction provides subjective benefits, but failed to demonstrate a greater learning gain.

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“…[14][15][16] Previous large-scale studies have demonstrated effectiveness of the use of clickers to provide feedback to both student and teachers within large classrooms. Increased student engagement emerges as a key theme.…”

Section: Clicker Technologymentioning

confidence: 99%

“…15,36 This could be attributed to the brief introduction and test of technology prior to the learning activity or simply attributed to the fact that most students nowadays are digital savvy operators and the technology itself has simple functionality. Previous literature reports technological nuances as a barrier to student learning, yet this is often due to the facilitator's operation or lack of experience in conducting sessions with new technology.…”

Section: Clicker Technology Analysismentioning

confidence: 99%

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Dickson

2014

Ultrasound

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Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n ¼ 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

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Using the Personal Response Systems to Enhance Student Learning

Cited by 4 publications

References 0 publications

A strategic assessment of audience response systems used in higher education

A strategic assessment of audience response systems used in higher education

Comparing the effectiveness of peer instruction to individual learning during a chromatography course

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

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