Berry Janice
University of Wisconsin-Eau Claire College of Nursing and Health Sciences, Marshfield, USA.
Nurs Educ Perspect. 2009 Sep-Oct;30(5):295-8.
Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.
研究表明，当代学生偏爱数字素养、体验式学习、互动性和即时性；因此，大学课程中更多地引入了技术手段来促进学生参与。学生应答系统，即课堂反馈器，被作为一种教学方法纳入到小儿护理理论课程中，以增强学生互动和学习效果。该课程通过交互式电视（ITV）进行授课，学生在远程站点以及面对面参与课程，这带来了全班学生参与度的挑战。课堂反馈器被用于同时积极吸引两个站点的学生，并就学生对讲座材料的理解给予即时反馈。课堂反馈器还允许对问题进行小组讨论解决。监测了考试成绩和案例研究中的参与水平，并将考试分数和最终成绩与上一届班级进行了比较。学生t检验表明，在课堂上使用课堂反馈器的学生，三门课程考试中的一门以及课程最终成绩显著更高。满意度反馈也支持将课堂反馈器作为一种吸引学生并提高学习成果的工具。
