Background: Studies conducted in Saudi Arabia assess student’s perception towards using the flipped classroom or audience response system (ARS) separately, none integrated the two strategies. This study aims to evaluate pharmacy students at King Saud University – college of pharmacy’s perceptions of student engagement and satisfaction with audience response system (ARS), and the flipped classroom techniques.
Methods: Two lecture topics were flipped and delivered to female students enrolled in the pharmacy practice lab course at the university. An audience response system was integrated into the flipped classroom. The satisfaction of the students was measured using an online questionnaire. They then rated their satisfaction on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Results: Overall, 82.1% of the students stated that the ARS made the class better; 71.64% agreed that taking a course in a flipped classroom was a useful learning experience. Online questionnaire revealed that the ARS fostered students’ thinking skills and peers’ interaction. Many students report that the flipped classroom made them evaluate their learning processes and pace themselves according to their speed, time, and level of interest. Students, however, stated that technical issues and time-consuming tasks were a downside to these teaching strategies.
Conclusion: Although the students’ overall response to the use of ARS and flipped classroom techniques was positive; limited class time hindered students from achieving the full benefits reaped from these strategies. Therefore, as per our study’s results, modifying the duration of the class to ensure it is not too short to be overwhelming can help instructors utilize these startegies in the best possible manner. Alternatively, a thorough and pre-emptive selection of familiar discussion topics ahead of time would also help in this regard.



中文翻译：

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在沙特国王大学评估女药学学生对主动学习技术的满意度

背景：在沙特阿拉伯进行的研究分别评估了学生对使用翻转课堂或观众反应系统 (ARS) 的看法，没有一项综合这两种策略。本研究旨在评估沙特国王大学药学院学生对学生参与度和对观众反应系统 (ARS) 的满意度以及翻转课堂技术的看法。
方法：两个讲座主题被翻转并交付给在大学注册药学实践实验室课程的女学生。观众反应系统被集成到翻转课堂中。学生的满意度通过在线问卷来衡量。然后，他们用 5 点李克特量表对他们的满意度进行评分，范围从 1（非常不同意）到 5（非常同意）。
结果：总体而言，82.1% 的学生表示 ARS 让课堂变得更好；71.64% 的人认为在翻转课堂学习课程是一种有用的学习体验。在线问卷调查显示，ARS 培养了学生的思维能力和同伴互动。许多学生报告说，翻转课堂让他们评估自己的学习过程，并根据自己的速度、时间和兴趣水平调整自己的节奏。然而，学生们表示，技术问题和耗时的任务是这些教学策略的缺点。
结论：尽管学生对使用 ARS 和翻转课堂技术的总体反应是积极的；有限的上课时间阻碍了学生从这些策略中获得全部好处。因此，根据我们的研究结果，修改课程的持续时间以确保它不会太短以至于无法压倒，可以帮助教师以最佳方式利用这些策略。或者，提前彻底和先发制人地选择熟悉的讨论主题也会在这方面有所帮助。