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Assessment of Microbiology Students’ Progress With an Audience Response System

    Author: M. Ahmad Chaudhry1
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    Affiliations: 1: Department of Medical Laboratory and Radiation Sciences, University of Vermont, Burlington, VT 05405
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 December 2011
    • Corresponding author. Mailing address: College of Nursing and Health Sciences, University of Vermont, 302 Rowell Building, Burlington, VT 05405, USA. Phone: 802-656-0569. Fax: 802-656-2191. E-mail: mchaudhr@uvm.edu.
    • Copyright © 2011 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2011 vol. 12 no. 2 200-201. doi:10.1128/jmbe.v12i2.306
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    Abstract:

    The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

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References & Citations

1. Pradhan A, Sparano D, Ananth CV2005The influence of an audience response system on knowledge retention: an application to resident educationAm. J. Obstetrics and Gynecology1931827183010.1016/j.ajog.2005.07.075 http://dx.doi.org/10.1016/j.ajog.2005.07.075
2. Suchman E, Uchiyama K, Smith R, Bender K2006Evaluating the impact of a classroom response system in a microbiology courseMicrobiol. Educ7311
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/content/journal/jmbe/10.1128/jmbe.v12i2.306
2011-12-01
2017-09-20

Abstract:

The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

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FIG. 1

Percentage of students receiving various grades in Microbiology class during 2007 and 2008. In spring 2007, students were not exposed to the audience response system. The students in spring 2008 used the audience response system in the classroom.

Source: J. Microbiol. Biol. Educ. December 2011 vol. 12 no. 2 200-201. doi:10.1128/jmbe.v12i2.306
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