在讲座中使用交互式观众反应系统的经验。
Experiences of using an interactive audience response system in lectures.
作者信息
Uhari Matti, Renko Marjo, Soini Hannu
机构信息
The Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland.
出版信息
BMC Med Educ. 2003 Dec 17;3:12. doi: 10.1186/1472-6920-3-12.
BACKGROUND
Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected.
METHODS
Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course.
RESULTS
Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier.
CONCLUSIONS
The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing.
背景
讲座有助于呈现信息和提供解释，但由于缺乏积极参与，它们一直被忽视。
方法
在儿科课程的讲座中让学生使用投票后，对学生的体验进行评估。向参加儿科课程的学生提问。总共有40名学生，其中36名（90%）参加了开场讲座，在该讲座上进行了关于以往讲座体验的首次调查。39名学生（98%）在儿科课程结束时回答了第二轮问题。
结果
大多数学生认为投票提高了他们在讲座中的参与度，增强了他们的学习效果，并且在讲座中提问比以前更容易。
结论
与以前相比，学生们在儿科课程中更频繁地获得了新的、令人兴奋的见解。作为教师，我们发现讲座中的投票可以轻松克服一些良好讲座的障碍。
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