Individual response technology to promote active learning within the caring sciences: An experimental research study

One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enablin...

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Bibliographic Details
Published in:Nurse education today 2016-01, Vol.36, p.202-206
Main Authors: Hedén, Lena, Ahlstrom, Linda
Format: Article
Language:English
Subjects:
Active Learning
Caregiving
Clicker
Cognition & reasoning
education
Education & Educational Research
engagement
Health Sciences
Higher education
Humans
Hälsovetenskaper
impact
Learner Engagement
Learning
Lecture Method
Lectures
Människan i vården
Nurses
Nursing
Nursing education
Nursing Research
Participation in education
Rating Scales
Students, Nursing - psychology
Surveys and Questionnaires
systems
Teaching
Technology
Undergraduate students
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Summary:One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0–10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, p
ISSN:0260-6917
1532-2793
1532-2793
DOI:10.1016/j.nedt.2015.10.010