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Audience Response Systems
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Would you like to deliver interactive lectures which students enjoy attending?
Pearson have been working closely with instructors and the latest
interactive classroom technology to create a lecture experience that students don’t
want to miss out on.
Instructors can ask as many interactive questions as needed at any point in the
presentation. Questions appear on the PowerPoint slide and a simple click of the mouse
opens the question for responses from students where results are automatically recorded
and instantly displayed as a graph on the slide. From this graph, instructors can provide
feedback to the audience to further explain the topic and the differences between each answer.
Questions can be simple content recall questions or application/scenario questions which ask students
to apply content from the course and make judgements. Audience Response Systems (ARS), sometimes called student or personal response systems, are a great way to
create discussion in the class and to enliven two-hour lectures.
Can I get ARS-ready questions for my Pearson textbook to deliver in my lecture?
Pearson textbooks offer comprehensive instructors' packages.
With this innovative technology, we are able to include pre-prepared questions to deliver in lectures.
These questions can be edited, enhanced or changed according to your preference.
A production schedule has been put in place for major Pearson titles and your sales
representative will be able to tell you whether question content is available for your
adopted textbook.
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Research and testimonials
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How will an ARS improve retention in my lectures and will students like it?
There has been a lot of research published on Audience Response Systems. Some
of the more general findings include:
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White papers have revealed that student retention levels increase between 50
and 90% when an ARS is used.
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Use of an ARS leads to increased attendance and participation.
In a recently published book by Douglas Duncan, Clickers in the Classroom
(Addison Wesley 2005, page 11) the following was written about Instructor’s
Opinions about Using Clickers:
The following typical verbatim comments are from the survey of Trees and
Jackson (2003)*:
“Better attendance, less sleeping in class…”
“I love what clickers have done in my classroom. The main benefits are
(1) increased attendance; (2) active participation;
(3) better preparation for class.” “Compared
to … conventional lectures it’s a world of difference - more engagement, better
feedback in both directions, makes large classes feel much
smaller.” “Students did seem really interested
in seeing how the questions were answered by their classmates. They would react
when they saw the graph.”
*Trees, A., & Jackson, M., “The Learning environment in clicker classrooms:
Student processes of learning and involvement in large courses using student
response systems,” Communications Department, Univ. of Colorado, (2003)
Australian Testimonials
“We trialled the use of the Personal Response System with a first year core
unit class this semester as a component of an internal small Teaching and
Learning Grant. The grant was aimed in part at using technology to engage
students in deeper learning. The system's capability to anonymously record,
analyse and immediately display student responses to set questions, express
opinions and facts on sensitive issues provided a low threat environment for
"student to student" and "student to lecturer" interactions and engagement in
the content. Students displayed a greater willingness to be involved in
discussions and an eagerness to record their responses. Gaining instant
feedback about the level of student understanding of a concept via the system,
allowed lecturers to progress through the curriculum more efficiently and
effectively. We will continue to use the system and engage in research to
develop innovative ways to utilize it in a range of learning environments.”
Halima Goss
Manager SMILE (Software Multimedia Learning Environments)
TALSS (Teaching and Learning Support Services)
Queensland Univerisity of Technology
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Bob Boyd Lecturer – Director of Practicum Studies
Director of Staff Wellness Program
School of Human Movement Studies
Faculty of Health
Queensland University of Technology
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List of References
Bligh D. What’s the use of lectures. Harmondsworth, England: Penguin, 1972.
Costin F. Lecturing versus other methods of teaching: a review of research.
British Journal of Educational Technology 1972; 8(1): 4-30.
Edgar D. Audio-visual methods in teaching, 3rd edition. New York. Holt,
Rinehart, and Winston, 1969.
Eble K. The aims of college teaching. San Fransisco: Jossey-Sass, 1983.
Davis DA et al. Impact of formal continuing medical education. JAMA 1999;
282(9): 867-874.
Grimshaw J et al. Changing physicians' behaviour: what works and thoughts on
getting more things to work. J Contin Educ Health Prof 2002; 22(4): 237-43.
McKeachie W.J. Research in teaching: The gap between theory and practices. In C
Lee (Ed), Washington DC: American Council of Education, 1967.
O’Brien T et al. Continuing education meetings and workshops: Effects of
professional practice and health care outcomes. The Cochrane Library; Issue 2,
2004, Chichester.
Rath D et al. What factors at the annual specialty conference promote change in
practice behavior? Knowledge Translation Program University of Toronto.
Presented at CME Congress 2004.
Russell IJ et al. Effects of lecture information density on medical student
achievement. Journal of Medical Education, November 1984; 59: 881-89.
Schackow TE. Audience response system: Effect on learning in family medicine
residents. Fam Med 2004; in press.
Su Q. Teaching innovation using a computerised audience response system. Monash
University, Australia www.itee.uq.edu.au/~aupec/aupec02/Final-Papers/Q-SU1.pdf
Tipping J et al. Value of unstructured time (breaks) during formal continuing
medical education events. J Contin Educ Health Prof. 2001; 21(2): 90-96.
Vemer C, Dickinson G. The lecture: An analysis and review of research. Adult
Education 1967; 17: 98-108.
Extreme Meetings P.O. Box 906, Tampa, Florida 33601
www.theextremegroup.com
Recommended reference site: Draper S, Interactive lectures interest group
(ILIG)
www.psy.gla.ac.uk/~steve/ilig
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Which ARS technology?
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There are several distributors of ARS technology in Australia. Pearson is
preparing our textbook-specific content to be used with any of the available software and device options.
The choice of ARS is really dependant on the needs of individual institutions and instructors.
Some questions you should ask are:
- Do we want students to purchase their own ARS device?
- Can the department purchase the technology and use it across several subjects?
- What do we want to achieve in terms of tracking and feedback for students?
- Would an infrared or a radio frequency system be better for our needs?
For more information and contact details of ARS suppliers, click on the following links:
Contact your Pearson Sales Representative and they will be able to talk to you about best practice delivery with an Audience Response System.
Pearson also publishes a book to assist instructors using clickers called Clickers in the Classroom.
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