Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Ismaile, Samantha; Alhosban, Fuad; Hawamdeh, Sana

doi:10.21767/amj.2017.3228

Cited by 2 publications

(2 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…ARS tools allow the teaching faculty to engage large numbers of students by ensuring their anonymity, perform formative and summative assessments, gain insight into common errors, and provide instant feedback. ARS use has been shown to improve students' satisfaction through the provision of instant feedback and increase knowledge retention (Ismaile et al, 2017;Sawdon, 2009).…”

Section: Introductionmentioning

confidence: 99%

Students perceptions of audience response system in classroom feedback: A qualitative study

Ismaile

Alhosban

2018

Int. j. adv. appl. sci.

Self Cite

View full text Add to dashboard Cite

The aim of this study was to explore students' attitudes to formative feedback from classroom questions, peer interactions, and post-lecture sessions. We used a qualitative approach involving focus groups interviews. A complete cohort of second-year nursing students (n = 120) attending a therapeutic communication course as part of a Bachelor of Nursing Program participated in this study. Of them, 49 volunteered to contribute to focus group interviews. NVivo (QSR International, Melbourne, Australia) was used to organize data using the content analysis method. All students were women aged 18-24 years. Most considered the ARS a useful tool that aided learning by providing instant, anonymous feedback. Some felt that there were barriers to peer interactions, including lack of interest in participating or not knowing the answers. In conclusion, ARS use improved students' learning and encouraged a deep learning approach. Post-lecture feedback was most influential, followed by feedback from classroom questions, and lastly feedback from peer interactions.

show abstract

Section: Introductionmentioning

confidence: 99%

Students perceptions of audience response system in classroom feedback: A qualitative study

Ismaile

Alhosban

2018

Int. j. adv. appl. sci.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Concerning the classroom environment factor, IRS increases attendance (21) and student participation (22)(23)(24)(25) , resulting in a higher level of involvement during classes in comparison to the traditional methodology (23,(26)(27) . Within the learning factor, some studies establish that frequent and positive interaction makes classes more dynamic when using IRS (13,(28)(29) , promoting active learning (30)(31)(32) . In addition, attention (33)(34) , concentration (35) and memory (36)(37) are encouraged during the learning process.…”

Section: Introductionmentioning

confidence: 99%

Validation of a questionnaire on the use of Interactive Response System in Higher Education

Mingorance-Estrada

Granda-Vera

Rojas-Ruiz

et al. 2021

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

Objetivo: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

show abstract

Make learning fun to increase nursing students’ success: Formative feedback in communication learning

Cited by 2 publications

References 17 publications

Students perceptions of audience response system in classroom feedback: A qualitative study

Students perceptions of audience response system in classroom feedback: A qualitative study

Validation of a questionnaire on the use of Interactive Response System in Higher Education

Contact Info

Product

Resources

About