Digitisation has become a part of quality education and can help change the teacher’s role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students’ experience with the use of a student response system (SRS) in learning activities when learning physiology. This study was conducted at a university college in Norway, which offers Bachelor of Nursing degrees. In the Anatomy and Physiology course, a flipped classroom design, including the use of an SRS, was offered to nursing students. Data were collected in 2014 using focus group interviews with six students who were enrolled in the course and analysed using systematic text condensation. From this, four categories emerged describing the students’ experiences with how the use of the SRS can support their learning: 1) creating a welcoming and stimulating learning environment, 2) encouraging participation in learning activities on campus, 3) facilitating collaboration on campus and 4) motivating students to study before and after on-campus meetings. The findings indicate that an SRS can be combined with different pedagogical strategies. Additionally, teachers should be aware of what kind of questions facilitate participation in polls versus those that are perceived as too challenging. New university college students studying within a flipped classroom design may struggle to prepare adequately before class meetings and need guidance from the teacher to handle both a new teaching approach and a new student role.

中文翻译：

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护理学生在学习生理学时使用学生反应系统的经验

数字化已成为素质教育的一部分，有助于将教师的角色从讲师转变为主管，鼓励更加以学生为中心的方法，并增加师生之间的互动。然而，在大班级中促进更具互动性的教学法可能具有挑战性。本研究的目的是了解护生在学习生理学时在学习活动中使用学生反应系统 (SRS) 的经验。这项研究是在挪威的一所大学学院进行的，该学院提供护理学士学位。在解剖学和生理学课程中，为护理学生提供了翻转课堂设计，包括使用 SRS。数据是在 2014 年通过焦点小组访谈收集的，六名学生参加了课程，并使用系统的文本压缩进行分析。由此，出现了四个类别，描述了学生使用 SRS 如何支持他们的学习的经验：1) 创造一个热情和刺激的学习环境，2) 鼓励参与校园学习活动，3) 促进校园合作和4) 激励学生在校内会议前后学习。研究结果表明，SRS 可以与不同的教学策略相结合。此外，教师应了解哪些问题有助于参与民意调查，哪些问题被认为具有挑战性。