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

Artikel i vetenskaplig tidskrift
Författare L. Heden
Linda Åhlström
Publicerad i Nurse Education Today
Volym 36
Sidor 202-206
ISSN 0260-6917
Publiceringsår 2016
Publicerad vid Institutionen för medicin, avdelningen för samhällsmedicin och folkhälsa
Sidor 202-206
Språk en
Länkar dx.doi.org/10.1016/j.nedt.2015.10.0...
Ämnesord Active learning, Nursing education, Clicker, Teaching, Participation in education, systems, performance, engagement, education, impact, Education & Educational Research, Nursing
Ämneskategorier Hälsovetenskaper

Sammanfattning

Background: 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. Objectives: 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. Design: 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. Participants: The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Results: Overall, when individual response technology was used, students reported increased experience of engagement (n = 82, mean 6.1 vs. is = 65, mean 7.3, p < 0.001), participation (n = 92, mean 6.1 vs. n = 79, mean 7.7, p < 0.001), and active learning (n = 92, mean 73 vs. n = 79, mean 8.2 p < 0.001). Additionally, the students experienced this technology as a supportive technical system during lectures (mean 6.6 vs. mean 8.1, p < 0.001). Conclusions: The use of individual response technology during teaching is one way to enhance students' experiences of engagement, participation, and learning within the caring sciences. (C) 2015 Elsevier Ltd. All rights reserved.

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