Student engagement using multiple-attempt ‘Weekly Participation Task’ quizzes with undergraduate nursing students

Hughes, Mitchell; Salamonson, Yenna; Metcalfe, Lauren

doi:10.1016/j.nepr.2020.102803

Cited by 35 publications

(55 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…25 A study by Hughes et al observed that the SMAQ method was effective in nursing student engagement using weekly participation tasks. 27 In support of this a study done by Guy et al concluded that online simulations or virtual classes seem to be most effective when they are used complementary to conventional lectures which support better effective learning. 9…”

Section: Discussionmentioning

confidence: 86%

The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India

Dutta¹,

Ambwani²,

Lal³

et al. 2021

AMEP

View full text Add to dashboard Cite

Background The COVID-19 pandemic has disrupted the educational system and led to a drastic shift of professional undergraduate teaching for medical and nursing students into online mode. Methods This was a cross-sectional, observational questionnaire-based study to assess the satisfaction level of the students. The questionnaire had 25 items of which 23 were questions with responses on the Likert scale and two items on views and suggestions were open-ended. The online questionnaire was shared through various messaging/mailing platforms. Overall satisfaction was assessed, and a satisfaction index was calculated for each item. Data are presented in frequencies and percentages, and SPSS was used to analyze the data. Results A total of 1068 students participated in the study. The majority were from the age group 21–23 years (54%) and there was almost the same number of participants from both genders. The majority of the students were medical undergraduates (n=919), were in their second year (n=669), belonged to a government institution (n=897) and used a mobile phone for their online classes (n = 871). The majority of the students were dissatisfied (42%) with no significant difference between medical and nursing students (p = 0.192). First-year students were significantly dissatisfied compared with other senior students (p = 0.005). The maximum satisfaction index (78.23%) was observed with faculties being supportive and responsive in resolving the queries and the minimum (46.39%) was observed with issues related to communication and discussion with peer students. There were 662 responses as views which mostly contained negative comments regarding interaction and focus, practical learning, teaching content, and technological/infrastructural flaws. There was major dissatisfaction regarding the practical and clinical learning. Conclusion Online learning is essential at current times but is not an effective alternative for medical and nursing education. Face-to-face classes and practical sessions along with online learning can be a viable option.

show abstract

Section: Discussionmentioning

confidence: 86%

The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India

Dutta¹,

Ambwani²,

Lal³

et al. 2021

AMEP

View full text Add to dashboard Cite

show abstract

“…With the transition to ERT, frequent and varied low-stakes formative evaluations, such as quizzes, allow students to become acquainted with online assessment methods and improve their engagement [ 82 ]. In addition, allowing more than one attempt in formative assessments, diversifying assessment techniques, and ensuring high-quality and timely feedback are all applicable ways of facilitating student learning during ERT [ 83 , 84 , 85 ].…”

Section: Discussionmentioning

confidence: 99%

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

El-Sakran

Salman

Alzaatreh

2022

IJERPH

View full text Add to dashboard Cite

With the aim of appraising the impact of Emergency Remote Teaching (ERT) amidst the COVID-19 pandemic on college students, an online survey was conducted in December 2020 on a total of 588 undergraduate students at the American University of Sharjah in the United Arab Emirates. The purpose of the study was to probe into the perceptions of college students regarding their learning process and its influence on their mental health with the abrupt transition from face-to-face classes to ERT in the Spring 2020 semester. A comprehensive analysis was performed using structural equation modeling and other statistical techniques to reveal crucial results associated with the factors that have an effect on the students’ psychological distress, such as quality of courses, academic performance, and readiness for future work or studies. Findings suggest that the students’ perceived quality of courses under ERT has a significant impact on their academic performance and readiness for future work or studies. Moreover, they indicate that these factors serve as a vital mediating role in provoking psychological distress among the students. The study also shows that gender, previous history of anxiety/distress, education being at risk due to financial issues caused by COVID-19, and year of study significantly affect the students’ distress levels. In order to ensure and prioritize the well-being of college students during these turbulent times, new strategies are urgently needed to develop and enhance resilient ERT environments in higher education. The study concludes with limitations and suggestions for further research.

show abstract

“…The Student engagement is essential to quality learning. Regular formative assessment tasks can support positive student engagement attitudes and behaviors towards learning ( Hughes et al, 2020 ). A tool that has been usually used with this purpose in other contexts is Kahoot!…”

Section: Introductionmentioning

confidence: 99%

Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by Covid 19

Martín-Sómer

Moreira

Casado

2021

Education for Chemical Engineers

View full text Add to dashboard Cite

COVID 19 lockdown forced a general move of teaching activities from their on-site mode to remote producing different negative consequences for students. In this work, the use of Kahoot! platform was studied to keep students’ interest during online teaching. For this, Kahoot! games were carried out for the different topics of a university subject. The data analysis revealed that a high participation implies an improvement in the final marks. Additionally, questions response time was also extracted serving as a reference for remote exams. On the other hand, two surveys were carried out in which the students showed that the transfer from face-to-face to remote teaching had produced a general decrease in interest that can be mitigated by performing Kahoot! games.

show abstract

Student engagement using multiple-attempt ‘Weekly Participation Task’ quizzes with undergraduate nursing students

Cited by 35 publications

References 20 publications

The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India

The Satisfaction Level of Undergraduate Medical and Nursing Students Regarding Distant Preclinical and Clinical Teaching Amidst COVID-19 Across India

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by Covid 19

Contact Info

Product

Resources

About