Qualitative and Quantitative Outcomes of Audience Response Systems as an Educational Tool in a Plastic Surgery Residency Program

2009 ◽  
Vol 124 (6) ◽  
pp. 2179-2184 ◽  
Author(s):  
Jugpal S. Arneja ◽  
Kailash Narasimhan ◽  
David Bouwman ◽  
Patrick D. Bridge
Keyword(s):  
Plastic Surgery ◽  
Residency Program ◽  
Audience Response ◽  
Educational Tool ◽  
Audience Response Systems ◽  
Qualitative And Quantitative ◽  
Response Systems ◽  
Surgery Residency Program

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

scholarly journals Understanding acceptability of disordered speech through Audience Response Systems-based evaluation

2021 ◽  
Author(s):  
Sofia Strömbergsson ◽  
Jens Edlund ◽  
Anita McAllister ◽  
Tove Lagerberg
Keyword(s):  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems ◽  
Disordered Speech

How to Use audience response systems

2014 ◽  
Vol 25 (5) ◽  
pp. 294-296 ◽  
Author(s):  
Harish Thampy ◽  
Zirva Ahmad
Keyword(s):  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

Using Mobile Phones and PDAs in Ad Hoc Audience Response Systems

2009 ◽  
pp. 1396-1407
Author(s):  
Matt Jones ◽  
Gary Marsden ◽  
Dominic Gruijters
Keyword(s):  
Case Studies ◽  
Mobile Phones ◽  
Ad Hoc ◽  
Tertiary Education ◽  
The Other ◽  
Audience Response ◽  
Audience Participation ◽  
Audience Response Systems ◽  
Response Systems

This chapter investigates how to create ad hoc audience response systems using nonspecialist devices. The chapter revolves around two case studies: one involving the use of mobile phones, and the other based on PDAs. Both case studies are carried out in tertiary education institutions, showing how these devices can be used to facilitate audience participation using devices that students might, themselves, bring to lectures. Both are evaluated from the perspective of the student and the educator, using a mixture of observational and interview-based techniques.

Using Mobile Phones and PDAs in Ad Hoc Audience Response Systems

2006 ◽  
pp. 359-372 ◽  
Author(s):  
Matt Jones ◽  
Gary Marsden ◽  
Dominic Gruijters
Keyword(s):  
Case Studies ◽  
Mobile Phones ◽  
Ad Hoc ◽  
Tertiary Education ◽  
The Other ◽  
Audience Response ◽  
Audience Participation ◽  
Audience Response Systems ◽  
Response Systems

This chapter investigates how to create ad hoc audience response systems using nonspecialist devices. The chapter revolves around two case studies: one involving the use of mobile phones, and the other based on PDAs. Both case studies are carried out in tertiary education institutions, showing how these devices can be used to facilitate audience participation using devices that students might, themselves, bring to lectures. Both are evaluated from the perspective of the student and the educator, using a mixture of observational and interview-based techniques.

Audience Response Systems

2006 ◽  
pp. 26-39 ◽  
Author(s):  
Eugene Judson ◽  
Daiyo Sawada
Keyword(s):  
Student Achievement ◽  
Lessons Learned ◽  
Integrated Systems ◽  
Audience Response ◽  
Audience Response Systems ◽  
History Of ◽  
Response Systems ◽  
The 1960S ◽  
Effective Use

Surprising to many is the knowledge that audience response systems have been in use since the 1960s. Reviewing the history of their use from the early hardwired systems to today’s computer-integrated systems provides the necessary scope to reflect on how they can best be used. Research shows that the systems have had consistent effects on motivation, and varying effects on student achievement over the years. The intent of this chapter is to consider lessons learned, consider the relation of technology and pedagogy, and to highlight elements of effective use. This chapter emphasizes the crucial role of pedagogy in determining whether audience response systems can lead to greater student achievement.

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