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Effectiveness of classroom response systems within an active learning environment.

Susan Welch

    The Journal of Nursing Education
    |October 16, 2013
    PubMed
    Summary

    Classroom response systems (CRS) did not improve nursing students' examination performance in an active learning environment. Further research is needed to understand the effectiveness of these pedagogical tools in nursing education.

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    Area of Science:

    • Nursing Education
    • Educational Technology

    Background:

    • Millennial learners require innovative pedagogical tools in nursing education.
    • Classroom response systems (CRS) are one such technology being adopted.

    Purpose of the Study:

    • To evaluate the effectiveness of CRS as a pedagogical tool.
    • To determine if CRS improves nursing students' examination performance in an active learning setting.

    Main Methods:

    • A pretest-posttest design was employed.
    • The study examined the relationship between CRS use and examination scores in a first-year Professional Practice course.

    Main Results:

    • Paired t tests indicated no significant improvement in posttest scores compared to pretest scores.
    • The implementation of CRS technology did not lead to higher examination scores for nursing students.

    Conclusions:

    • Classroom response systems were not effective in enhancing nursing students' examination performance in this Professional Practice course.
    • Additional research is necessary to fully understand the impact and optimal use of CRS in nursing education.