Voting pads are hand-held devices that allow students to choose an option - usually multiple choice but some allow simple text entry as well, they can also be referred to as Audience Response Systems or Learner Response Systems. They allow academic staff to ask students questions to test their understanding or gauge prior knowledge of a subject/issue. They can be used to make the teaching session more interactive and engaging.
How can they be used?
Voting pads can be used in any face-to-face teaching session for the following:
Hold a class quiz for individual or group activities.
Test prior knowledge of a topic.
Test understanding following a teaching and learning session.
Have a poll on a topic.
Vote on student presentations, debates etc.
Hold a formal test.
Make a formal lecture more interactive.
Obtaining student feedback on a course or module.
Benefits of using voting pads
They can be used to test prior knowledge to enable the tutor to focus on what is needed most.
They can be used to engage the students in a more formal lecture.
They can be used to gain diagnostic data of understanding following the teaching of a topic, which the tutor can then use to target the next class on any misunderstandings or lacking knowledge.
They can be used for peer marking of presentations, etc.
They can be made anonymous to aid honest feedback on something.
They are fun, students seem to like using them in classes.
Students find them very easy to use.
The questions can be integrated into PowerPoint.
Links to Web Resources
- Qwizdom Voting Pads
- Students go Wild with Interactive Lectures
- Socrative Student Response System
- How Faculty Can ‘Click’ Their Way to a More Inclusive Classroom
References to Scholarly Articles
Arnesen, K., Korpås, G. S., Hennissen, J. E., & Stav, J. B. (2013). Experiences with use of various pedagogical methods utilizing a student response system - motivation and learning outcome. Electronic Journal of e-Learning, 11(3), 169-181.
Cain, J., Black, E. P., & Rohr, J. (2009). An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback. American Journal of Pharmaceutical Education, 73(2), 1.
Collins, J. (2008). Audience Response Systems: Technology to Engage Learners. Journal of the American College of Radiology, 5(9), 993.
Dangel, H. L., & Wang, C. X. (2008). Student Response Systems in Higher Education : Moving Beyond Linear Teaching and Surface Learning. Journal of Educational Technology Development and Exchange, 1(1), 93-104.
Datta, R., Datta, K., & Venkatesh, M. D. (2015). Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in india. Medical Journal, Armed Forces India, 71(3), 239-245. doi:10.1016/j.mjafi.2015.04.007
Medina, M. S., Medina, P. J., Wanzer, D. S., E, W. J., Er, N., & Britton, M. L. (2008). Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment. American Journal of Pharmaceutical Education, 72(2), 1.
Nayak, L., & Erinjeri, J. (2008). Audience Response Systems in Medical Student Education Benefit Learners and Presenters1. Academic Radiology, 15(3), 383.
Rubio, E. I., Bassignani, M. J., White, M. A., & Brant, W. E. (2008). Effect of an Audience Response System on Resident Learning and Retention of Lecture Material. American Journal of Roentgenology, 190(6), W319.
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