The use of an online student response system to support learning of Physiology during lectures to medical students

2018 ◽  
Vol 23 (6) ◽  
pp. 2931-2946 ◽  
Author(s):  
Mohammed H. Abdulla
Keyword(s):  
Medical Students ◽  
Student Response ◽  
Student Response System ◽  
Online Student ◽  
Response System

Developing and Evaluating Practical Methodological Guidelines for use of Student Response System in Teaching

2012 ◽  
pp. 90-104 ◽  
Author(s):  
Gabrielle Hansen-Nygård ◽  
Kjetil L. Nielsen ◽  
Trond M. Thorseth ◽  
John B. Stav
Keyword(s):  
Learning Process ◽  
Student Evaluation ◽  
Student Response ◽  
Student Response System ◽  
Online Student ◽  
Methodological Choices ◽  
Response System ◽  
Methodological Guidelines ◽  
Depth Interviews ◽  
Insight Into

This article presents methodological experiences and evaluation results obtained during introduction and testing of a new online student response system (SRS) for modern mobile devices at Sør-Trøndelag University College, in Norway. The aim of the test period was methodological development, based on student evaluation. Using in-depth interviews with students, awareness of how SRS was comprehended by the students in their learning process increased. Several methodological choices and practical challenges were faced when introducing SRS. The procedures and methodological choices were based on published experience and the authors’ assumptions. However, what was believed to be important pedagogical, were among the students perceived as positive but not in the way expected. The students have a clear perspective on their own learning process and gave insight into how SRS fit into their own learning process. Students’ perceptions regarding methodology, in combination with their own experience of learning, appear as a necessary ingredient for an appropriate implementation and use of SRS in teaching.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

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