Praise and persuasion: argumentation and audience response in epideictic oratory

2017 ◽  
pp. 127-135
Author(s):  
Ruth Webb
Keyword(s):  
Audience Response

How leader gender influences external audience response to organizational failures.

2020 ◽  
Vol 118 (4) ◽  
pp. 639-660
Author(s):  
Nicole Votolato Montgomery ◽  
Amanda P. Cowen
Keyword(s):  
Audience Response ◽  
Gender Influences

Internal Medicine Physicians and Social Media: Knowledge, Skills, and Attitudes (Preprint)

2020 ◽  
Author(s):  
Mohaammed Nadir Bhuiyan ◽  
Jose R Medina-Inojosa ◽  
Ivana Croghan ◽  
Jasmine R Marcelin ◽  
Karthik Ghosh ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Healthcare Delivery ◽  
Medically Unexplained Symptoms ◽  
Audience Response ◽  
Cross Sectional ◽  
Physician Awareness ◽  
Medically Unexplained ◽  
Use Of Social Media ◽  
Continued Medical Education

UNSTRUCTURED This research study was designed to understand physician awareness and engagement with social media (sometimes referred to as #SoMe) within the digital landscape of healthcare delivery. An audience-response survey focused on social media “Social media in Healthcare: Physician Survey”, was administered during the “A Systematic Approach to Medically Unexplained Symptoms” continuing medical education conference. The Conference took place between August 22, 2019 and August 24, 2019. Data was collected on August 23, 2019. A range of 103 (59.5%) to 112 (64.7%) of the total 173 attendees participated in this cross-sectional audience-response survey, depending on the questions answered. Most responders were between the ages of 35 and 65 years (79.6%) and female (60.2%). A majority of responders were aware of social media terminology (88.7%), and many had used it personally (46.7%), but only 12% knew how to use social media to search medical topics, 18% used it to network professionally and most (68.9%) had a distrust of social media when it came to the protection of their privacy or their patients’ privacy. Overall, about 29.6% indicated an interest in future continued medical education focused on social media (and 27.4% were neutral). Awareness of social media’s role in healthcare has increased among physicians in practice, however their participation and knowledge of opportunities remains limited. Distance from academic institutions and concerns about privacy play the largest roles in the aversion towards professional use of social media.

scholarly journals Audience Response Software as a Learning Tool in University Courses

2020 ◽  
Vol 10 (12) ◽  
pp. 350
Author(s):  
Ana María Díez-Pascual ◽  
María Pilar García García Díaz
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Positive Effects ◽  
Frequency Of Use ◽  
Questions And Answers ◽  
Information And Communication ◽  
Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

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

Using a web-based audience response system in medical school

2014 ◽  
Vol 48 (11) ◽  
pp. 1128-1128 ◽  
Author(s):  
Adrian Gooi ◽  
Michael Gousseau ◽  
Serena Nelko ◽  
Bryan Janzen
Keyword(s):  
Medical School ◽  
Audience Response System ◽  
Audience Response ◽  
Web Based ◽  
Response System
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