ENHANCING STUDENTS’ ENGAGEMENT USING INTERACTIVE APPLICATIONS IN ONLINE LECTURES

https://doi.org/10.22146/jpki.71840

Prattama Santoso Utomo(1*), Muhamad Reza Utama(2)

(1) Department of Medical Education and Bioethics Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada
(2) Medical Education Unit Faculty of Medicine Universitas Muhammadiyah Surabaya, Surabaya, Indonesia
(*) Corresponding Author

Abstract


Background: Online lectures are now increasing in popularity for medical education worldwide. Online lectures were reported effective and efficient and might facilitate a safe learning environment with physical distancing during the COVID-19 pandemic. To date, there is a range of online meeting applications available, namely, Zoom®, GoogleMeet®, Webex®, and many others. The main challenge of online lectures is ensuring students’ engagement throughout the learning activity. Lecturers possess lower control of the class environment online than face-to-face activities. Passive students are also another barrier and concern. This article reviews the use of quizzes and online surveys as interactive applications to increase students’ engagement during online lectures, for instance, Zoom® Polls and Mentimeter ®.

Learning Media Review: Zoom® Polls is easy for quizzes and surveys to complement Zoom® meetings. The polls can be used synchronously for large and small-class activities. Meanwhile, Mentimeter® also has a quiz, survey and word cloud as interactive activities during online lectures. Mentimeter® is a web-based application in which the free version allows access to most of its features. The utilization of interactive applications should be carefully prepared to ensure good student engagement but not overly used to prevent possible distractions. Instructions and question items should be made clear and thorough.

Conclusion: Survey and interactive presentation applications are offered to present better class and online lecture engagement


Keywords


interactive application, online lecture, Zoom® Polls, Mentimeter®, engagement

Full Text:

PDF


References

  1. Stoehr F, Müller L, Brady A, Trilla A, Mähringer-Kunz A, et al. How COVID-19 kick-started online learning in medical education—The DigiMed study. PLOS ONE. 2021;16(9): e0257394. https://doi.org/10.1371/journal.pone.0257394
  2. Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24(1):1666538. doi:10.1080/10872981.2019.1666538
  3. Sidpra J, Gaier C, Reddy N, Kumar N, Mirsky D, Mankad K. Sustaining education in the age of COVID-19: a survey of synchronous web-based platforms. Quant Imaging Med Surg. 2020;10(7):1422-1427. doi:10.21037/qims-20-714
  4. Bedenlier S, Bond M, Buntins K, Zawacki-Richter O, Kerres M. Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australas J Educ Technol 2020;36:126–50. doi:10.14742/AJET.5477.
  5. Zoom Video Communications I. Polling for Zoom Meetings and Webinars. 2021. https://youtu.be/dgZxc09FCIQ (accessed 23 December 2021).
  6. Zoom Video Communications I. Polling for meetings. 2021. https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings (accessed 23 December 2021).
  7. Mentimeter. Mentimeter Key Features. 2021. https://www.mentimeter.com/features (accessed 20 December 2021)
  8. Foon K, Kwan C. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ 2018;18:38. doi:10.1186/s12909-018-1144-z.
  9. Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ 2017;51:585–97. doi:10.1111/medu.13272.
  10. Goshtasbpour F, Swinnerton BJ, Pickering JD. Twelve tips for engaging learners in online discussions. Med Teach 2021;0:1–12. doi:10.1080/0142159X.2021.1898571.
  11. Mittal S, Lau V, Prior K, Ewer J. Twelve tips for medical students on how to maximise remote learning. Med Teach 2021;0:1–8. doi:10.1080/0142159X.2021.1912308.
  12. Wammes JD, Ralph BCW, Mills C, Bosch N, Duncan TL, Smilek D. Disengagement during lectures: Media multitasking and mind wandering in university classrooms. Comput Educ 2019;132:76–89. doi:10.1016/j.compedu.2018.12.007.
  13. Stuart J, Rutherford RJ. Medical student concentration during lectures. Lancet. 1978;2(8088):514-6. doi: 10.1016/s0140-6736(78)92233-x



DOI: https://doi.org/10.22146/jpki.71840

Article Metrics

Abstract views : 1054 | views : 1013

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Prattama Santoso Utomo, Muhamad Reza Utama

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  
JPKI Stats