Reflections on the Use of ARS with Small Groups

Banks, David

doi:10.4018/978-1-59140-947-2.ch025

Cited by 19 publications

(21 citation statements)

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“…In line with Junco et al (2001), we found that the use of this technology can contribute to improved frequency and quality of interactions and encourage a collaborative active learning environment. Our findings regarding anonymity support previous research (Banks, 2006;Caldwell, 2007;Draper & Brown, 2004;Durbin & Durbin, 2006;Hoppenfeld, 2012;Jones, Connolly, & Read , 2001;Kay & LeSage, 2009;Reader, 2012;Siau, Sheng, & Nah 2006;Sproull & Kiesler, 1991;Ward 2003;Zarsky 2004). …”

Section: Discussionsupporting

confidence: 82%

“…There is currently a wide range of research into the recent introduction of student response systems (SRS) in tertiary settings (Banks 2006;Beatty & Gerace 2009; Kay & Le Sange, 2009;Lantz, 2010;Sprague & Dahl, 2009). However, most of this pedagogical literature has generated how to approaches regarding the use of clickers, and similar response technologies.…”

Section: Introductionmentioning

confidence: 99%

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GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Carroll

Sankupellay

Newcomb

et al. 2018

AJET

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Most pedagogical literature has generated "how to" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students. IntroductionThere is currently a wide range of research into the recent introduction of student response systems (SRS) in tertiary settings (Banks 2006;Beatty & Gerace 2009; Kay & Le Sange, 2009;Lantz, 2010;Sprague & Dahl, 2009). However, most of this pedagogical literature has generated how to approaches regarding the use of clickers, and similar response technologies. There are currently no systematic reviews on the effectiveness of GoSoapBox -a newer web-based, popular SRS. With rapid developments in teaching and learning technologies across all undergraduate disciplines, there is a need to obtain comprehensive, evidence-based advice on these types of technologies, their uses, and overall efficacy. This paper addresses this current gap in knowledge.Our teaching team from the Queensland University of Technology, introduced GoSoapBox in an undergraduate 350 student cohort, public health subject. First, this paper will cover the recent literature reviewing student response systems in tertiary settings. Second, we describe the methods used to implement the use of GoSoapBox in our lectures and tutorials, and which aspects of the technology we drew on for learning purposes, as well as the methods for obtaining feedback from the students about the effectiveness of this tool. Third, we will outline the theoretical framework used to generate this pedagogical research. In keeping with the social and collaborative features of Web 2.0 technologies, Bandura's Social Learning Theory (SLT) will be applied here to investigate the effectiveness of GoSoapBox as an online tool for improving learning experiences and the quality of academic output by students. Bandura has emphasised the Internet as a tool for self-controlled learning (Bandura, 2001), as it provides the education sector with an opportunity to reconceptualise the relationship between learning and thinking (Glassman & Kang, 2011). Next, we report findings and analysis that are produced as a result of an examination of all student and staff activity on GoSoapBox as...

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Carroll

Sankupellay

Newcomb

et al. 2018

AJET

View full text Add to dashboard Cite

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“…It is clear based on many reports that students value anonymity;14–21 the likely reason is that it eliminates the fear of being judged by peers and instructors. By eliminating this fear, more students will likely attempt to recall and grapple with the content of the material, which can lead to greater participation and greater understanding.…”

Section: Discussionmentioning

confidence: 99%

Audience Response System Facilitates Prediction of Scores on In-Training Examination

Shah

Jordan

Jahnes

et al. 2017

WestJEM

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IntroductionAudience response systems (ARS) are increasingly popular; however, their contribution to education is not completely clear. Our study found that scores from review quizzes delivered by an ARS correlate with in-training exam (ITE) scores and are viewed positively by residents. This information may be useful in identifying poor performers early so that targeted educational interventions can be made. The objective was to determine if scores on review quizzes delivered by an ARS correlate with ITE scores and to obtain participant feedback on use of the ARS for ITE preparation.MethodsThis was a prospective observational study of emergency medicine (EM) residents at six accredited EM residency programs. Subjects included residents who had taken previous ITEs. Subjects participated in bimonthly review sessions using an ARS. Twelve review quizzes were administered, each consisting of 10 multiple-choice questions. After the ITE, subjects completed an attitudinal survey consisting of six Likert-scale items and one “yes/no” item. We used a mixed linear model to analyze the data, accounting for prior 2012 ITE scores and nesting due to institution.ResultsAmong 192 participants, 135 (70.3%) completed the ITE in both 2012 and 2013; we analyzed their data for the first objective. Results from the mixed linear model indicate that the total mean score on the review quizzes was a significant [t(127) = 6.68; p < 0.001] predictor of the 2013 ITE after controlling for the 2012 ITE score. One hundred forty-six (76.0%) participants completed the attitudinal survey; 96% of respondents stated that they would like ARS to be used more often in resident education. Respondents felt the sessions aided in learning (mean 7.7/10), assisted in preparation for the ITE (mean 6.7/10), and helped identify content areas of weakness (mean 7.6/10).ConclusionOur results suggest that scores from review quizzes delivered by an audience response system correlate with in-training exam scores and is viewed positively by residents.

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“…Again, students are able to view all of the students' responses, which provides for them an opportunity to reflect on their own reasoning. The anonymous nature of the texts allows students to feel comfortable giving honest opinions (Kolb, 2011;Banks, 2006;Durbin & Durbin, 2006). In addition to classroom uses, Poll Everywhere can be used in faculty and parent assemblies to receive feedback.…”

Section: Textingmentioning

confidence: 98%