265 related articles for article (PubMed ID: 17339389)
21. Student evaluation of clickers in a combined dental and dental hygiene periodontology course.
Satheesh KM; Saylor-Boles CD; Rapley JW; Liu Y; Gadbury-Amyot CC
J Dent Educ; 2013 Oct; 77(10):1321-9. PubMed ID: 24098036
[TBL] [Abstract][Full Text] [Related]
22. Everyone's answering: using technology to increase classroom participation.
Filer D
Nurs Educ Perspect; 2010; 31(4):247-50. PubMed ID: 20882867
[TBL] [Abstract][Full Text] [Related]
23. Dental anatomy carving computer-assisted instruction program: an assessment of student performance and perceptions.
Nance ET; Lanning SK; Gunsolley JC
J Dent Educ; 2009 Aug; 73(8):972-9. PubMed ID: 19648568
[TBL] [Abstract][Full Text] [Related]
24. Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.
Wait KR; Cloud BA; Forster LA; Jones TM; Nokleby JJ; Wolfe CR; Youdas JW
Anat Sci Educ; 2009; 2(6):286-93. PubMed ID: 19764082
[TBL] [Abstract][Full Text] [Related]
25. An audience response system may influence student performance on anatomy examination questions.
Hoyt A; McNulty JA; Gruener G; Chandrasekhar A; Espiritu B; Ensminger D; Price R; Naheedy R
Anat Sci Educ; 2010; 3(6):295-9. PubMed ID: 20890951
[TBL] [Abstract][Full Text] [Related]
26. Audience response techniques for 21st century radiology education.
Richardson ML
Acad Radiol; 2014 Jul; 21(7):834-41. PubMed ID: 24833568
[TBL] [Abstract][Full Text] [Related]
27. Livening up the classroom: using audience response systems to promote active learning.
Collins LJ
Med Ref Serv Q; 2007; 26(1):81-8. PubMed ID: 17210552
[TBL] [Abstract][Full Text] [Related]
28. Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.
DiVall MV; Hayney MS; Marsh W; Neville MW; O'Barr S; Sheets ED; Calhoun LD
Am J Pharm Educ; 2013 May; 77(4):75. PubMed ID: 23716743
[TBL] [Abstract][Full Text] [Related]
29. Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.
Goodman BE; Koster KL; Redinius PL
Adv Physiol Educ; 2005 Jun; 29(2):112-7. PubMed ID: 15905156
[TBL] [Abstract][Full Text] [Related]
30. Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education.
Johnson JT
J Dent Educ; 2005 Mar; 69(3):378-81. PubMed ID: 15749949
[TBL] [Abstract][Full Text] [Related]
31. Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.
Lin KY
Comput Inform Nurs; 2015 Mar; 33(3):115-21. PubMed ID: 25636038
[TBL] [Abstract][Full Text] [Related]
32. Audience response made easy: using personal digital assistants as a classroom polling tool.
Menon AS; Moffett S; Enriquez M; Martinez MM; Dev P; Grappone T
J Am Med Inform Assoc; 2004; 11(3):217-20. PubMed ID: 14764615
[TBL] [Abstract][Full Text] [Related]
33. Remember the days in the old school yard: from lectures to online learning.
Reynolds PA; Mason R; Eaton KA
Br Dent J; 2008 Apr; 204(8):447-51. PubMed ID: 18438380
[TBL] [Abstract][Full Text] [Related]
34. Issues in teaching and learning at a distance: changing roles and responsibilities of administrators, faculty, and students.
Billings DM
Comput Nurs; 1997; 15(2):69-70. PubMed ID: 9099024
[TBL] [Abstract][Full Text] [Related]
35. Acceptance of clickers in a large multimodal biochemistry class as determined by student evaluations of teaching: Are they just an annoying distraction for distance students?
Miles NG; Soares da Costa TP
Biochem Mol Biol Educ; 2016; 44(1):99-108. PubMed ID: 26515808
[TBL] [Abstract][Full Text] [Related]
36. Putting practice into teaching: an exploratory study of nursing undergraduates' interpersonal skills and the effects of using empirical data as a teaching and learning resource.
Aled J
J Clin Nurs; 2007 Dec; 16(12):2297-307. PubMed ID: 18036120
[TBL] [Abstract][Full Text] [Related]
37. Promoting student-centered active learning in lectures with a personal response system.
Gauci SA; Dantas AM; Williams DA; Kemm RE
Adv Physiol Educ; 2009 Mar; 33(1):60-71. PubMed ID: 19261762
[TBL] [Abstract][Full Text] [Related]
38. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.
Eddy SL; Converse M; Wenderoth MP
CBE Life Sci Educ; 2015; 14(2):14:ar23. PubMed ID: 26033871
[TBL] [Abstract][Full Text] [Related]
39. Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.
Vana KD; Silva GE; Muzyka D; Hirani LM
Comput Inform Nurs; 2011 Jun; 29(6):326-34; quiz 335-6. PubMed ID: 20978436
[TBL] [Abstract][Full Text] [Related]
40. Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course.
Harris ST; Zeng X
Perspect Health Inf Manag; 2010 Jan; 7(Winter):1f. PubMed ID: 20697463
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]