Presentation - Oral - to academic peers, less than or equal to 1 hour
Create More Engaging Lectures with Audience Participation Software!
Date of Activity
Purpose. Nurse educators are responsible for facilitating learning using theory and evidence-based teaching, learning, assessment, and evaluation strategies (National League for Nursing, 2012). Active learning strategies help educators improve classroom interaction and learner engagement (Thompson, 2016). However, many educators reported time constraints and skill-related apprehension as potential barriers to using active learning strategies (Button et. al., 2014), like audience participation software (Farag et al., 2015). Benefits of incorporating audience participation software (APS) in the classroom include the ability to conduct real-time formative assessments and receive learner feedback. This workshop will provide participants the opportunity to explore specific audience participation software.
Methods. This workshop is intended for educators who engage learners in face-to-face classrooms of any size. The workshop will include demonstrations of APS capabilities, examples of how APS has previously been incorporated in a nursing classroom, and a presentation of higher education price plans, features, and options. Participants will create free accounts for several types of APS and develop strategies to improve classroom engagement, interaction, and assessment by incorporating activities in the classroom. In addition, participants will collaborate with peers to discover potential uses and design innovative activities. The facilitator will answer questions throughout the workshop and provide guidance to participants at individual tables. Feedback will be obtained through an optional survey at the conclusion of the workshop with statements rated on a Likert-type scale and open comment areas.
Background. APS is one type of digital technology educators can use to engage learners and promote learning (Thompson, 2016). Authors of articles reported APS having a positive student response in a digital marketing class (Rana & Dwivedi, 2018), improving interaction and active learning among university students (Daniel & Tivener, 2016), and being enjoyable, interesting, and motivating among 5 th grade math and science students (Dudaité & Prakapas, 2017). However, teachers reported the following barriers to APS use: concerns with student distraction and time to implement (Dudaité & Prakapas, 2017), concerns with time constraints and apprehension/intimidation in a business course (Farag et al., 2015), and concerns with workload (Button, et al., 2014). Chan and Ko (2019) reported the attitude and technical skill of business instructors toward APS did impact student performance. The authors of several studies highlighted the following benefits of APS use in nursing education: higher grades and learner engagement (Berry, 2009), learner satisfaction (Lee & Dapremont, 2012; Montenery et al., 2013), and anonymity (Mahon et al. (2018). Despite barriers and concerns, APS is supported in the literature.
Implications. There are positive implications for educators who attend and participate in this workshop. Educators who engage in this workshop on APS will be better prepared to confidently incorporate APS to facilitate the teaching/learning process and receive and provide assessment feedback in real time. Future students taking classes taught by workshop attendees who incorporate audience participation software will have the opportunity to experience better classroom engagement and interaction, receive real-time formative feedback, and provide rapid feedback to educators on effectiveness of teaching strategies. This workshop could positively impact nurse educators and future learners.
Richards, A. J. (2021). “Create more engaging lectures with audience participation software!” NEC in the Rockies 2021. Frisco, CO.