The Use of Audience Response Systems in Nursing Education: Best Practice Guidelines

The use of Audience Response Systems (ARS) or 'clickers' as an active learning strategy in nursing education has been steadily on the rise. ARS technology allows the dynamic engagement of students in the classroom by providing immediate two-way communication between faculty and students. ARS can be used to explore knowledge and common misconceptions, act as a springboard for classroom discussions, and can be used for testing or evaluation. The aim of this paper is to present best practice guidelines for both novice and experienced ARS technology users. A summary of the state of the research in this area will be presented. Practical application techniques and pedagological strategies relating to ARS use are discussed, including question construction. ARS technology can enliven teaching practice and allow students to become invested and engaged in the learning process.

[1]  Lorraine J. Robertson.  Twelve tips for using a computerised interactive audience response system , 2000 .

[2]  D. Skiba.  Got large lecture hall classes? Use clickers. , 2006, Nursing education perspectives.

[3]  Nirusha Lachman,et al.  Assessing the integration of audience response system technology in teaching of anatomical sciences , 2009, Anatomical sciences education.

[4]  E. Mazur,et al.  Peer Instruction: Results from a Range of Classrooms , 2002 .

[5]  M. Doucet,et al.  Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students , 2009, Medical teacher.

[6]  Jeffrey R. Stowell,et al.  Using Student Response Systems (“Clickers”) to Combat Conformity and Shyness , 2010 .

[7]  Judith A. Meagher.  Multiple Meanings of Words -- Intermediate: A Comparison of Three Teaching Techniques. , 1969 .

[8]  Parvati Dev,et al.  Case Report: Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool , 2004, J. Am. Medical Informatics Assoc..

[9]  Jeff Cain,et al.  An audience response system strategy to improve student motivation, attention, and feedback. , 2009, American journal of pharmaceutical education.

[10]  Robin H. Kay,et al.  Examining the benefits and challenges of using audience response systems: A review of the literature , 2009, Comput. Educ..

[11]  Joyce Zurmehly,et al.  Exploring Student Response Systems in Nursing Education , 2008, Computers, informatics, nursing : CIN.

[12]  C. Bonwell,et al.  Active learning : creating excitement in the classroom , 1991 .

[13]  J. Brueckner,et al.  Using audience response technology for pretest reviews in an undergraduate nursing course. , 2006, The Journal of nursing education.

[14]  Janice Berry,et al.  TECHNOLOGY SUPPORT in Nursing Education: Clickers in the Classroom , 2009, Nursing education perspectives.

[15]  Arianne M. Dantas,et al.  Promoting student-centered active learning in lectures with a personal response system. , 2009, Advances in physiology education.

[16]  Michael E. Lantz,et al.  The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? , 2010, Comput. Hum. Behav..

[17]  Eric Mazur,et al.  Peer Instruction: A User's Manual , 1996 .

[19]  Kalyani Premkumar,et al.  Rules of engagement–12 tips for successful use of “clickers” in the classroom , 2008, Medical teacher.

[20]  G. DeBourgh,et al.  Use of classroom "clickers" to promote acquisition of advanced reasoning skills. , 2008, Nurse education in practice.

[21]  D. Henderson,et al.  “Clickers” in the classroom , 2009 .

[22]  L Halloran,et al.  A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture. , 1995, Computers in nursing.

[23]  Linda J Collins.  Livening Up the Classroom , 2007, Medical reference services quarterly.

[24]  Angel Hoekstra.  Vibrant student voices: exploring effects of the use of clickers in large college courses , 2008 .

[25]  Katherine K. Perkins,et al.  Student Perspectives on Using Clickers in Upper‐division Physics Courses , 2009 .

[26]  Carl Angell,et al.  The role of ‘talking physics’ in an undergraduate physics class using an electronic audience response system , 2010 .

[27]  Katherine K. Perkins,et al.  Research‐based Practices For Effective Clicker Use , 2007 .

[28]  Jane E Caldwell,et al.  Clickers in the large classroom: current research and best-practice tips. , 2007, CBE life sciences education.

[29]  N. Sanjay Rebello,et al.  Impact of a Classroom Interaction System on Student Learning , 2007 .

[30]  Kirsten Crossgrove,et al.  Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material. , 2008, CBE life sciences education.

[31]  Margaret I. Brown,et al.  Increasing interactivity in lectures using an electronic voting system , 2004, J. Comput. Assist. Learn..

[32]  Laura Bix,et al.  WAKE UP! The effectiveness of a student response system in large packaging classes , 2007 .

[33]  Quintin I. Cutts,et al.  The association between students' use of an electronic voting system and their learning outcomes , 2005, J. Comput. Assist. Learn..

[34]  Michele H. Jackson,et al.  The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems , 2007 .

[35]  Charles C. Bonwell,et al.  Active Learning: Creating Excitement in the Classroom. ERIC Digest. , 1991 .

[36]  Melissa S Medina,et al.  Use of an audience response system (ARS) in a dual-campus classroom environment. , 2008, American journal of pharmaceutical education.