Students perceptions of audience response system in classroom feedback: A qualitative study

Abstract

The aim of this study was to explore students' attitudes to formative feedback from classroom questions, peer interactions, and post-lecture sessions. We used a qualitative approach involving focus groups interviews. A complete cohort of second-year nursing students (n = 120) attending a therapeutic communication course as part of a Bachelor of Nursing Program participated in this study. Of them, 49 volunteered to contribute to focus group interviews. NVivo (QSR International, Melbourne, Australia) was used to organize data using the content analysis method. All students were women aged 18-24 years. Most considered the ARS a useful tool that aided learning by providing instant, anonymous feedback. Some felt that there were barriers to peer interactions, including lack of interest in participating or not knowing the answers. In conclusion, ARS use improved students' learning and encouraged a deep learning approach. Post-lecture feedback was most influential, followed by feedback from classroom questions, and lastly feedback from peer interactions. (C) 2018 The Authors. Published by IASE.