We have located links that may give you full text access.
Evaluation of students' perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement.
Currents in Pharmacy Teaching & Learning 2017 September
BACKGROUND AND PURPOSE: Student response systems (SRSs) or "clickers" are common tools that lecturers can implement into didactic lectures. Socrative is a convenient and free SRS application that can be downloaded on personal handheld devices and used by faculty and students. It is unknown if students prefer using this application and what advantages or disadvantages can be seen with Socrative's use.
PURPOSE: To measure student preference of standard SRS methods compared to Socrative as well as the impact of Socrative use on student engagement during delivery of clinical pharmacy instruction EDUCATIONAL ACTIVITY AND SETTING: Standard SRS and Socrative incorporated lectures were presented to students during an infectious disease module. Students were given a survey at the end of the semester to determine the primary endpoint of preference for each application. The survey used a Likert scale of 1-5, with 1 = strongly disagree and 5= strongly agree. Secondary endpoints included assessing the number of questions asked, participation, and classroom time utilized.
FINDINGS: A total of 114 surveys were completed and six were excluded due to discrepancies or reporting bias. A higher mean scoring for classroom facilitation of active learning (4.48 vs. 3.99, p < 0.0001) and student-reported active participation in class (4.45 vs. 3.60, p < 0.0001) was found for Socrative compared to SRSs, respectively.
SUMMARY: In comparison with traditional SRS methods, students felt Socrative helped them to more actively participate in class and facilitated a better environment for asking and receiving answers to classroom questions.
PURPOSE: To measure student preference of standard SRS methods compared to Socrative as well as the impact of Socrative use on student engagement during delivery of clinical pharmacy instruction EDUCATIONAL ACTIVITY AND SETTING: Standard SRS and Socrative incorporated lectures were presented to students during an infectious disease module. Students were given a survey at the end of the semester to determine the primary endpoint of preference for each application. The survey used a Likert scale of 1-5, with 1 = strongly disagree and 5= strongly agree. Secondary endpoints included assessing the number of questions asked, participation, and classroom time utilized.
FINDINGS: A total of 114 surveys were completed and six were excluded due to discrepancies or reporting bias. A higher mean scoring for classroom facilitation of active learning (4.48 vs. 3.99, p < 0.0001) and student-reported active participation in class (4.45 vs. 3.60, p < 0.0001) was found for Socrative compared to SRSs, respectively.
SUMMARY: In comparison with traditional SRS methods, students felt Socrative helped them to more actively participate in class and facilitated a better environment for asking and receiving answers to classroom questions.
Full text links
Related Resources
Trending Papers
Interstitial Lung Disease: A Review.JAMA 2024 April 23
Review article: Recent advances in ascites and acute kidney injury management in cirrhosis.Alimentary Pharmacology & Therapeutics 2024 March 26
Executive Summary: State-of-the-Art Review: Unintended Consequences: Risk of Opportunistic Infections Associated with Long-term Glucocorticoid Therapies in Adults.Clinical Infectious Diseases 2024 April 11
Clinical practice guidelines on the management of status epilepticus in adults: A systematic review.Epilepsia 2024 April 13
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app
All material on this website is protected by copyright, Copyright © 1994-2024 by WebMD LLC.
This website also contains material copyrighted by 3rd parties.
By using this service, you agree to our terms of use and privacy policy.
Your Privacy Choices
You can now claim free CME credits for this literature searchClaim now
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app