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Individual response technology to promote active learning within the caring sciences: An experimental research study
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Pediatrics. Boras Univ, Fac Caring Sci, S-50190 Boras, Sweden..
Boras Univ, Fac Caring Sci, S-50190 Boras, Sweden.;Univ Gothenburg, Sahlgrenska Acad, Dept Publ Hlth & Community Med, Gothenburg, Sweden..
2016 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 36, 202-206 p.Article in journal (Refereed) PublishedText
Abstract [en]

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.

Place, publisher, year, edition, pages
2016. Vol. 36, 202-206 p.
Keyword [en]
Active learning, Nursing education, Clicker, Teaching, Participation in education
National Category
Nursing Pediatrics
URN: urn:nbn:se:uu:diva-274430DOI: 10.1016/j.nedt.2015.10.010ISI: 000367117000034OAI: oai:DiVA.org:uu-274430DiVA: diva2:896517
Available from: 2016-01-21 Created: 2016-01-21 Last updated: 2016-01-21Bibliographically approved

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