Relevant bibliographies by topics / Higher Lecture method in teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Higher Lecture method in teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Higher Lecture method in teaching"

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Vlachopoulos, Panos, and Shazia Jan. "Exploring modes of lecturing as a teaching method in higher education: Student attendance, preference and motivation." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 222–40. http://dx.doi.org/10.53761/1.17.5.15.

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This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - oncampus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a postcoronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.
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Alhirtani, Nahla A. K. "The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors—A Case of a Premier University." International Education Studies 13, no. 1 (December 27, 2019): 32. http://dx.doi.org/10.5539/ies.v13n1p32.

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The study aimed to identify the use of modern teaching methods at the higher education phase for Arabic language professors- a case of a Premier University. The researcher used the analytical descriptive method, based on the survey method and she has prepared a tool that includes 42 responses. The sample was 27 lecturers and the recovery rate was 88%. The data analysis showed that there is approval of the use of modern teaching methods among the lecturer by 83.6%. The results showed that the method of the lecture is the most common while the least common in the laboratory. As for the justifications, a large number of students, the difficulty of controlling them and the inability of lecturers to apply some methods in practice are among the most common reasons for not using some modern teaching methods.
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Touriano, Derist. "INTERACTIVE TECHNOLOGY IN THE TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION." JOURNAL V-TECH (VISION TECHNOLOGY) 1, no. 2 (December 14, 2018): 31–36. http://dx.doi.org/10.35141/jvt.v1i2.94.

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An important aspect that requires great attention in each college is related to the lack of educational facilities and the low interest in student learning which risks the education process. Therefore the purpose of this study is to develop an interactive learning technology so that the lecturers are more creative in providing explanations of lecture material not to go monotonous and exciting. This research method is divided into four stages from ten stages of research and development to solve research problems. The final conclusion of this study is use interactive learning technology, especially SmartBoard, is easy to implement with low cost so that lectures and students can explore information more effectively and efficiently.
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Djudin, Tomo. "The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 5, 2018): 121. http://dx.doi.org/10.26737/jetl.v3i1.322.

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<p>This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings of this research are: (1) There is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05) in terms of lecture method and direct instruction model. The students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) There is a significant main effect of the lecture program on the rate of student satisfaction (F= 30.346, p ‹ 0.05) and on students academic achievement (F= 15.646, p ‹ 0.05); (3) There is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (F= 0.753, p › 0.05) and academic achievement (F= 0.326, p › 0.05). It recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically.</p><em></em>
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Zolty, Thaddeus C. "Improving Undergraduate Lectures: The Sender, the Message, and the Receiver." Political Science Teacher 3, no. 4 (1990): 6–8. http://dx.doi.org/10.1017/s0896082800001185.

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Many negative comments have been made about lecturing. One suggests that this methodology “violates the belief that learning results on the part of the students” (Adler, 1984). Another author suggests egotistical reasons for lecturing: “when we professors get into a classroom, we profess” (Balliet, 1970). One widely published writer blames both administrative policies and faculty preference: Lecturing has “continued due to cost-conscious administrators whose major interest is the logistical efficiency of the large lecture…” (Erickson, 1970) and many professors use lectures as a “security blanket without which they would neither feel like teachers nor be recognized by their students” (Erickson, 1970). The traditional lecture has faced stiff competition from other teaching methods: coaching, Socratic questioning, simulations, collaborative education contracts, role playing, self-instruction, the case method, and personalized systems of instruction.Despite the challenges of innovative teaching methods, lecturing persists. Wagner Thielens (1987) in a random study of half of American universities found that 81 percent of social scientists lectured. This confirms an earlier study which found that “the dominant mode of instruction remains the lecture…” (Eble, 1972). Thus, lecturing persists because of the power of tradition, the structure of the classroom, the textbooks, and the subject/discipline orientation of higher education.The truth of the matter is that lecturing, when done well, is effective, for “a skillful lecturer can gain as favorable a response as a seminar leader” (Eble, 1972). Lecturing is an efficient method of imparting information, analysis, and explanation of complex questions and concepts, and thus is an effective medium for introductory classes. Further, good lectures can update texts, synthesize tomes, provide structure, and pique students' interests.
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Sahu, Suchanda, and Joseph John. "To play or pause: Video-based or conventional lectures in medical classrooms." Indian Journal of Physiology and Pharmacology 65 (June 2, 2021): 55–59. http://dx.doi.org/10.25259/ijpp_18_2020.

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Objectives: Medical knowledge has increased by leaps and bounds over the past century, but our teaching-learning methods remain archaic, lecturing being one of the oldest. This study was conducted to assess the change in knowledge following a conventional lecture and that following a video-based lecture using a medical television (TV) serial. Material and Methods: The students were divided into two groups based on their registration numbers. To one group, a video-based lecture using appropriate clips from a medical TV serial was administered while the other group was taught the same topic using conventional teaching-learning method of a lecture. A pre-test and a post-test were conducted and the change in the results compared. Results: The mean pre-test scores were higher in the successively senior batches of students as compared to the junior batches in both groups. The post-test scores were significantly higher in both the conventional lecture and the video group. Surprisingly, the mean post-test scores in the conventional lecture group were significantly higher than that of video-based lecture group. Students preferred the video-based lecture more than the conventional lecture. Conclusion: Both teaching learning methods have their own advantages. The conventional lecture uses an outcome-oriented session while the video-based sessions do not. The soft skills like breaking bad news, doctor patient communication skills etc which we never teach in conventional lectures can be learnt using these video-based sessions. Thus, we need a blended approach here as well, utilising the strengths of each of the teaching learning methods so that our students can achieve the laid down competencies.
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Zeinullayeva, I., N. Kerimbayev, N. Beissov, and М. Azybaev. "ESTABLISHING A VIRTUAL FEEDBACK WITH STUDENTS DURING THE LECTURE." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 345–51. http://dx.doi.org/10.51889/2020-1.1728-7901.61.

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Since the main form of teaching in higher education is a lecture, the main didactic goal of the lecture is to form the necessary basis for teaching students teaching materials. The most vulnerable aspect of traditional education is the students' indifference to the one-sided high activity of the teacher. For this reason, the number of lecture types has recently increased. Lectures using feedback methods are one way to energize students. One of the ways to effectively use information technology is to provide virtual feedback to students during lectures. In this work, an experiment was carried out using a virtual feedback tool. The importance of virtual feedback is emphasized and practical examples are given
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Nishat Zafar , Muhammad Hafeez, Saira,. "A Critical Review on Discussion and Traditional Teaching Methods." Psychology and Education Journal 58, no. 1 (January 1, 2021): 1871–86. http://dx.doi.org/10.17762/pae.v58i1.1042.

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Teaching strategy is an important part of learning. Without suitable learning method, the required goals cannot be achieved. A review study comprises of descriptive and statistical results of previous published articles on traditional lecture and discussion teaching methods has been conducted. Thirty (30) articles published from 2014-2020 have selected for the review. The review of literature indicated that form 30 selected articles, 24 articles showed statistically higher significant value for discussion teaching method and only six articles showed low significant value form discussion teaching method. So, by review it can be concluded that discussion teaching method is more effective and result oriented teaching strategy than traditional lecture method.
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Navaz, A. M. M. "Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching." International Journal of English Linguistics 10, no. 6 (October 28, 2020): 395. http://dx.doi.org/10.5539/ijel.v10n6p395.

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This study focuses on developing a framework to identify dialogic interaction in English-medium science lectures in a small faculty of a Sri Lankan university. In Sri Lanka, English-medium instruction was introduced with an objective of developing language proficiency of students along with the content delivery. It is asserted that teacher-student interaction in ESL content classes would help develop language proficiency of students. However, generally, lectures in English-medium undergraduate courses in Sri Lanka tend to be monologic, leaving the language development a question. The lecture delivery style, along with other reasons, affects students&rsquo; language development in English-medium classes. Although increased dialogic interaction could help change this situation, few studies have examined the occurrence of dialogic interaction in tertiary-level ESL science classes. The main objective of this study is to develop a framework by analysing the lectures given at the faculty in a method that contextually suits the lecture delivery style in the Asian countries. Data were collected from transcribed recordings of 12 hours of lectures, involving four lecturers. The interactional episodes in the lectures were the basis of developing the analytical framework, which refines and extends the MICASE corpus interactivity rating in a contextually-focused way, was especially designed to categorise the lecture discourse along a monologic-interactive/dialogic continuum. This paper also suggests how this framework could be adopted to analyse the lecture deliveries from a practitioner&rsquo;s point of view. Within the scope of this paper it is explained how this framework was designed focusing attention to interactional episodes. It can be envisaged that the proposed framework can make a concrete contribution to teaching and learning in higher education, mainly to the concept of developing language through dialogic lecture delivery at tertiary level ESL content classes.
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Randi, Marco Antonio Ferreira, and Hernandes Faustino de Carvalho. "Learning through role-playing games: an approach for active learning and teaching." Revista Brasileira de Educação Médica 37, no. 1 (March 2013): 80–88. http://dx.doi.org/10.1590/s0100-55022013000100012.

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This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.
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Dissertations / Theses on the topic "Higher Lecture method in teaching"

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Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.
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Morón-García, Susan Doreen. "Understanding lecturer use of virtual learning environments in face-to-face teaching in UK higher education." n.p, 2004. http://ethos.bl.uk/.

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Champion, Eunice Nomava. "Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021175.

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The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
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Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.

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Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American history, and yet considered to be "the most active and creative pattern and word formation in the American language" (Meyer, 1975). Distinctly colloquial, idiomatic and varying in shades of literalness and figurativity, phrasal verbs are largely dominant in casual usage, such as conversation, while the Latinate verbs of English are dominant in formal usage, such as in making reports (McArthur 1989). While foreign educators and their students, such as from Chinese countries, are found to emphasize English study for formal and academic purposes, the acquisition of phrasal verbs may not be considered instrumental to the purposes of the students coming to the United States in pursuit of academic degrees. Because of the pervasiveness of phrasal verbs in spoken English language, and because of the largely conversational nature of American lectures, this study is intended to answer the following research questions: 1. In university classrooms, are the phrasal verbs spoken by native English speaking lecturers? 2. Are figurative phrasal verbs in academic lectures significantly greater in frequency than non-figuratively classified phrasal verbs in the academic lectures? 3. Do certain academic subjects tend to generate a significant increase in the number of phrasal verbs spoken by instructors, of either figurative phrasal verbs, or the more literal non-figuratively classified phrasal verbs?
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Birch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.

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This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in the student body. It also considers whether or not the changes have had any impact on the identity and role of the lecturers and whether the lecturers have adapted their practice to accommodate the needs of the diverse student population. An empirical approach was used consisting of semi-structured interviews with a targeted random sample of lecturers. The findings indicate that the impact of the changes which have taken place within higher education have not been uniform and have varied depending on the perceived status of the institution as well as the discipline within the Higher Education (HE) hierarchy. The findings identify a number of areas for consideration by university managers, lecturers and higher education researchers. There appears to be a gap between university policies on widening access and student retention and the implementation of the policies by the lecturers. The findings show that the lecturers are aware of the greater diversity of the student body, but that many of the lecturers share the traditional view of a university student and therefore expect the students to adapt to fit the existing system rather than considering changing their approaches to suit the students. The lecturers in my study have adopted a number of strategies to cope with the constant changes taking place within higher education. However, many of them are unclear as to what is expected of them and unsure about how they should prioritise the numerous demands on their time. This study differs from and complements other work because it focuses on the lecturers’ perceptions of the changes in their role as well as in the student body. The outcome of my study is a better understanding of the perceptions lecturers have of their role and the students that they teach. Although my study is small scale and specific to a particular academic discipline within a large university, the findings should be of value not only to the particular institution in the study, but the wider academic community as well.
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Alharbi, Najwa. "The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.

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Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their curricula. This study investigates how applying hybrid-PBL (H-PBL) in a microbiology laboratory impacts students' higher-order thinking as compared to applying a lecture-based pedagogy. The experimental design compared the learning outcomes of two groups of students: the control group and the H-PBL group, for whom PBL cases comprised 30% of the curriculum. Both groups were taught basic skills for the microbiology lab by the same instructor. Using the traditional teaching style for the control group, the instructor offered each student what they needed for their experiments. The H-PBL group practiced experimental design, data analysis, theory proposal, and created research questions by using six study cases that were closely linked to the area of study. The outcome was measured using a pre- and post- assessment consisting of 24 questions that was designed by following Bloom's taxonomy of learning levels. A one-way ANOVA was used to analyze the data. The results showed that for the first three levels of Bloom's taxonomy— knowledge, comprehension, and application—there were no statistically significant differences between the H-PBL and control group gain scores as determined by a one-way ANOVA. For the knowledge level, f (1, 78) = .232, and p = .632; for the comprehension level, f (1, 78) = .004, and p = .951; and for the application level f (1, 78) =. 028, and p =.863. On the other hand, the gain scores for the three higher levels—analysis, evaluation, and creativity—improved for the H-PBL group. The analysis level showed statistically significant differences, with f (1, 78) = 4.012, and p = .049. Also, there were statistically significant differences in students' performance at the evaluation level, with f (1, 78) = 11.495, and p = .001, and the creativity level, with f (1,78 ) = 23.432, and p = .000. In conclusion, the study results supported the value of incorporating hybrid problem-based learning (H-PBL) into the traditional microbiology laboratory curriculum.
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Wong, Kin-hang, and 黃健行. "A comparative study of problem-based and lecture-based teaching in form 1: metacognitive orientation of thescience learning environment and student achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27706850.

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Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.

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While research supports the integration of mobile computing into instruction, there is disagreement concerning the unstructured use of mobile devices in lecture-based college classrooms. Research supports the argument that unstructured use creates distraction and decreased academic performance. Research also suggests that unstructured use actually supports lecture instruction through personalized learning situations. In either case, the motivations of students to use mobile device is often unclear. This study sought to investigate the motivations for students’ acceptance of mobile devices. The Unified Theory of Acceptance and Use of Technology (UTAUT) was utilized to identify the factors leading to college students’ adoption of mobile devices. A survey based on UTAUT was distributed to 254 college students in six distinct lecture-based general education courses. The results revealed that Performance Expectancy, Effort Expectancy, and Social Influence were positively correlated with Behavioral Intention for class-related behavior, with Performance Expectancy being the most significant. None of the constructs were significant for behavior unrelated to lecture. Analysis of the students’ intention based on the UTAUT moderators of age, gender, and experience did not produce any significant difference, nor did an analysis of the classes by subject. The study concludes that the ability of a mobile device to complete specific tasks was the strongest motivating factor leading to intention.
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

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ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.
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Books on the topic "Higher Lecture method in teaching"

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George, Brown. Effective teaching in higher education. London: Routledge, 1994.

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1952-, Atkins Madeleine, ed. Effective teaching in higher education. London: Methuen, 1988.

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1952-, Atkins Madeleine, ed. Effective teaching in higher education. London: Routledge, 1990.

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Ashman, Sandra. Taking notes from lectures: A guide for students. 2nd ed. London: PNL Press, 1990.

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Ashman, Sandra. Taking notes from lectures: A guide for students. 3rd ed. London: University of North London Press, 1993.

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B, Elton L. R., and Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN), eds. Lecturing in geography. Cheltenham: Geography Discipline Network (GDN), Cheltenham & Gloucester College of Higher Education, 1998.

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Association, National Science Teachers, ed. Lecture-free teaching: A learning partnership of science educators and their students. Arlington, VA: National Science Teachers Association, 2009.

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Ferron, O. M. Pedagogical research, staff development, and student boycotts: An inaugural lecture given in the University of Fort Hare on 17 September 1985. [Alice, South Africa]: Fort Hare University Press, 1985.

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1938-, Johnson Roger T., and Smith Karl A. 1947-, eds. Cooperative learning: Increasing college faculty instructional productivity. Washington, DC: School of Education and Human Development, George Washington University, 1991.

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Exley, Kate. Giving a lecture: From presenting to teaching. 2nd ed. New York, NY: Routledge, 2009.

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Book chapters on the topic "Higher Lecture method in teaching"

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Rahman, Saemah. "Improving the Power of Lecture Method in Higher Education." In Teaching Learning and New Technologies in Higher Education, 135–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4847-5_10.

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Mavlutova, Inese, Kristaps Lesinskis, Mindaugas Liogys, and Janis Hermanis. "The Role of Innovative Methods in Teaching Entrepreneurship in Higher Education: Multidisciplinary Approach." In Lecture Notes in Networks and Systems, 684–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44610-9_66.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "The Lecture Method." In Teaching for Learning, 1–52. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-1.

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Rizzuti, Sergio, and Luigi De Napoli. "Engaging in Product Development as Means to Understand the Basics of Design." In Lecture Notes in Mechanical Engineering, 372–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.

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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.
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Chen, Jianqi. "Layered English Teaching in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 633–39. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_80.

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Feng, Miao. "Study on Rhymnastics Gymnastics Teaching Method." In Lecture Notes in Electrical Engineering, 623–28. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4796-1_80.

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Ma, Huihao, Wang Bo, Juju Liu, Daoling Jian, and Yuanlong Xie. "Video Feedback Teaching Method in Teaching of Abdominal Physical Examination." In Lecture Notes in Electrical Engineering, 2707–13. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_340.

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Liu, Gehong. "Study of Teaching Mode on Higher Vocational English Teaching in Workintegrated Learning." In Lecture Notes in Electrical Engineering, 671–76. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_85.

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Liu, Hai-mei, and Yuan Zhang. "Study of Computer Teaching in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 49–54. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_7.

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Zhang, Weidong. "Research of Project Teaching of Higher HRM Courses." In Lecture Notes in Electrical Engineering, 733–38. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4811-1_93.

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Conference papers on the topic "Higher Lecture method in teaching"

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Pfennig, Anja. "Successfully planning and implementing peer-to-peer lecture films – “Making it work”." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7503.

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Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.
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Pfennig, Anja. "How flipped classroom teaching methods in first year studying succeed." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12792.

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Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.
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High, Radka, and Karolina Duschinska. "How to Motivate Students in Large-enrollment Courses for Active-learning." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11280.

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Large-enrollment courses are often necessary platforms for teaching in universities all over the world. This article will begin with a theoretical approach in which we introduce proofs from cognitive psychology that demonstrate the effectiveness of active learning methods over the more traditional structured, lecture based, lessons. Second part consists of analysis of our lectures and described 5 possibilities how to motivate students to be active learners. The qualitative analysis of students’feedback is in the end of article. Students appreciated most using ICT tools for instant feedback during lectures and the fact that they had an option to be active.
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Siegeris, Juliane. "LearnTeamPlenum – A Pragmatic Approach for Inverted Teaching." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5214.

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The paper proposes a new teaching approach, that has been adapted from the LearnTeamCoaching - a method from the inverted classroom catalog. In comparison with other inverted teaching scenarios, it requires less preparation effort, i.e. no videos and scripts. Instead the students are asked to investigate the subject autonomously using provided papers and the World Wide Web. Another adaption concerns the format of the common lecture. Here the reflection of the learning matter is based on posters, that have been prepared as a result of the investigation. The paper introduces the method and provides details regarding the experience gained during its application at the HTW Berlin in the study program computer science and business administration. In the end, the application of the method for different subjects and different organizational settings is discussed. Keywords: inverted classroom; teaching experience, competency-based learning, active learning
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MARCONDES, FERNANDA Klein, Lais Tono Cardozo, Pamela Mello-Carpes, and Luis Henrique Montrezor. "Effect of an educational game on student´s learning: different approaches for evaluation." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5080.

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The aim of this work was to evaluate the effect of an educational game about cardiac cycle, used as replacing or complementing activity for traditional teaching methods, on the learning of physiology students by using different evaluation approaches. The comparisons were made between the grades obtained in pre- and post-tests applied before and after the use of the game, and between the number of correct answers of groups that performed an activity with the puzzle or had a lecture or reading, in the same or different careers. In all these approaches, the students who performed the activity with the educational game had a better performance in the assessment tests in comparison with those who did not use the educational game. This effect was observed when the puzzle replaced a lecture or reading activity and also when it was used as a complementary activity after a previous lecture. In conclusion, the results of the present study showed that one educational game used as active teaching-learning method can improve the students’ learning, and that its effect on student´s learning can be evaluated by different approaches by the teacher during the classroom routine.
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Gualdi, Daniele. "ICT and Accounting Education. An innovative teaching method: the Practice Enterprise." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11208.

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The training of future accountants also needs to take into account the changes which have taken place in the accounting profession following profound transformations at economic level. Most of all, however, it should promote a teaching approach which manages to go beyond traditional frontal lectures in order to facilitate active learning. For all these reasons, the various accounting education syllabuses should be integrated with the use of ICT, thus helping achieve skills which are considered fundamental for employment purposes. These include problem solving, decision making, and team working, which is what the literature about accounting education continuously suggests. This paper is dedicated to discussing how all this can become possible through what is known as the Practice Enterprise methodology. The latter allows students to get to know the company by shaping it, as well as to apply accounting disciplines in a proactive and involved manner, making use of the most advanced ICT tools. The intent of this paper is also to show, also through research outcomes, how this method can reshape the teaching of accounting and allow for students’ training in an environment where they can apply effectively their theoretical knowledge and thus develop new knowledge, skills and competences.
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Whatley, Janice, and Amrey Ahmad. "Using Video to Record Summary Lectures to Aid Students’ Revision." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3180.

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Video as a tool for teaching and learning in higher education is a multimedia application with considerable promise. Including video within the online support material for a module can help students to gain an understanding of the material and prepare for assessment. We have experimented with using short videos that summarise the lectures given, as an aid for students to use when revising. An interpretive method has been adopted to investigate the use students make of these videos, during the teaching term and when revising for assessment. In this paper a summary of ways that video can be used for supporting teaching and learning is given, the ways in which we used video are presented followed by discussion of some issues relating to producing summary length videos. Preliminary research indicates that students find these summary lectures very useful for reviewing lecture material as well as for their revision.
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Rodríguez, José-Víctor, Enrique Castro-Rodríguez, Juan-Francisco Sánchez-Pérez, and José-Luis Serrano-Martínez. "UPCT-Bloopbusters: Teaching Science and Technology through Movie Scenes and related Experiments." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7992.

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In order to change the preconceptions of youth towards science and technology subjects (which, usually, are perceived as difficult or boring), new educational methods aimed at motivating and engaging students in learning are becoming more and more necessary. In this sense, an educational project called ‘UPCT-Bloopbusters’ through which a group of professors of the Universidad Politécnica de Cartagena (UPCT), Spain, use science fiction movie scenes ─as well as experiments─ within the lecture room to teach both physics and engineering technology is hereby presented. The methodology of the project is properly described and the results of a survey carried out among the students of a course in which such methodology has been used are shown. In view of this survey, it can be concluded that the project has been more than welcome by the students while at the same time has favored the learning of a great deal of physics and technology concepts.
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Bailleu, Anett, Sophie Kröger, Matthias Menge, and Andreas Münchow-Carus. "Elective Interdisciplinary Project Laboratories combined with Lectures on Demand as an innovative Teaching Method for Highly motivated Students." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.343.

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Ramsden, K. W. "An Interactive Method for Teaching Turbine Design." In ASME 1999 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/99-gt-325.

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The implementation of new technology in the gas turbine industry is accelerating at a rate which demands increasing specialisation by its engineering design staff. Simultaneously, this industry has been adopting concurrent engineering practices to reduce product lead-time. Accordingly, the industry now requires its engineers to acquire competence in a wide range of technological disciplines together with a thorough understanding of the demands of design optimisation for the whole engine. Against this background, educational providers must respond to these increasing demands with teaching programmes that enable a more rapid and deeper understanding of a very complex product. The ambition of the teacher, however, to prepare the student will continue to be limited by time constraints within lecture courses. Hitherto, this has normally resulted in class worked examples which are necessarily narrow in scope and confined to a limited range of design cases. To overcome these limitations, a portfolio of multimedia computer programs has been developed specifically for rapid and relevant learning purposes. Each is structured to facilitate in-depth understanding of the key interactions between aerodynamics, thermodynamics and mechanical integrity needed in gas turbine design and performance assessment. This paper describes an interactive teaching method for turbine design optimisation using only the multimedia turbine design and performance module. Through the example of a case study, the preliminary design of a high pressure and low pressure turbine combination is undertaken initially by hand. This first pass design leaves substantial scope for design optimisation through a series of workshops using only the software. Final design recommendations are subsequently based on comprehensive tutor led but fully interactive discussion. Particular emphasis is placed on the impact of design decisions on both the various technology issues and on the performance of other engine components.
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