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Transforming classroom questioning using emerging technology
Paul Mahon1, Colette Lyng2, Yvonne Crotty3
1Senior Education Coordinator, Beaumont Hospital, Dublin.
British Journal of Nursing (Mark Allen Publishing)
|April 11, 2018
Summary
Audience response systems (ARS) can enhance postgraduate nurse education by improving learning, psychological safety, and classroom interaction compared to traditional questioning methods. This study explores student attitudes towards ARS in Irish academic settings.
Area of Science:
- Nursing Education
- Educational Technology
Background:
- Classroom questioning (CQ) is a key strategy in postgraduate nurse education.
- Audience response systems (ARS) offer potential advantages over traditional CQ methods.
- ARS are underutilized in many postgraduate nursing settings despite their long availability.
Purpose of the Study:
- To explore postgraduate nursing students' attitudes towards classroom questioning (CQ).
- To assess student perceptions of using Audience Response Systems (ARS) as an alternative to traditional CQ.
- To evaluate the role of ARS in postgraduate nurse education.
Main Methods:
- A small-scale study was conducted.
- Attitudes of postgraduate nursing students in an Irish academic teaching hospital were examined.
- Student perceptions of traditional CQ and ARS were collected.
Main Results:
- Postgraduate nursing students view ARS positively.
- ARS are perceived as beneficial for learning.
- Students reported enhanced psychological safety and classroom interaction with ARS.
Conclusions:
- Audience response systems (ARS) are valuable tools for classroom questioning in postgraduate nursing education.
- ARS can positively impact student learning experiences and engagement.
- Further integration of ARS is recommended for enhancing nursing pedagogy.
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