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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’ 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’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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Yunus, Muhammad, and Abdollah Abdollah. "Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 163. http://dx.doi.org/10.26858/eltww.v7i2.15390.
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This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.
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Rohiat, Rohiat. "TEACHING AND LEARNING QUALITY (DESCRIPTIVE STUDY ON ADMINISTRATION MAGISTER PROGRAM, FACULTY OF EDUCATION, UNIVERSITY OF BENGKULU, INDONESIA)." International Journal of Educational Management and Innovation 1, no. 2 (March 9, 2020): 173. http://dx.doi.org/10.12928/ijemi.v1i2.1820.
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Almost all education and higher education are ready to face the 21st century, which is digital and millennial. This study aims to describe the teaching and learning quality of the Administration Magister Program facing the 21st century. This study used descriptive qualitative methods. The research has conducted at the Administration Magister Program, Faculty of Education, University of Bengkulu, Indonesia. Data collection techniques with checklists, interviews, observation, and documentation studies. Data were analyzed quantitatively and qualitatively. The results show that teaching and learning not yet develop motivation students to learn hard, develop critical thinking. Still dominated by lecturers with the lecture method, assignment, students, and lecturers have not triggered to improve themselves directly and not yet close the way of learning in the 4.0 revolution era. Students have not motivated to do their best so that the learning outcome will be maximal. The lecturer model learning behavior and teaches based on scenarios that have made that are not yet flexible for enjoyable learning. The lecturer has not yet acted as a facilitator in learning—suggestions to heads of education offices immediately given training on learning in the industrial revolution era 4.0. Lecturers and students can develop 21st-century learning.
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Kruppke, Benjamin. "Digital Experiments in Higher Education—A “How to” and “How It Went” for an Interactive Experiment Lecture on Dental Materials." Education Sciences 11, no. 4 (April 19, 2021): 190. http://dx.doi.org/10.3390/educsci11040190.
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A digital lecture with motivating experiments—how can this be done in practice? This question shall be answered in the context of a case report from the field of material science. A digital experimental lecture as a substitute for a lecture with student experiments was evaluated by students to provide information on whether an adequate substitute for experiments in the digital teaching context is possible. This paper addresses the question of how to transfer a demonstrative experimental lecture to the digital space on two levels: (a) the procedure of an experimental lecture in the digital space with a focus on implementation, student activation, and audience response. A self-reflective assessment by the lecturer/author and an evaluation by the participating students was performed to judge the suitability of the digital experimental lecture in terms of students’ motivation. (b) Subject-specific experiments from the field of dental materials and their transfer from “students do it themselves” to a series of demonstration experiments. The detailed explanations of the procedure and the observed results shall serve as a basis for adaptation for other experiments or lectures. In conclusion, methods and tools (audience response systems such as joined blackboards, chat, and voting) suitable to activate students in partaking in the lecture by suggesting experimental parameters or speculating on the outcome of experiments are presented. The evaluation showed that with the help of these systems a demonstrative experimental lecture in the digital space can still be perceived as adequate experimentation if a certain student influence and animating approach to the audience is integrated, which might result in the students’ conclusion of, “It felt like you were “live” on site.”.
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Pliner, Erika M., April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin. "Effects of Student Interests on Engagement and Performance in Biomechanics." Journal of Applied Biomechanics 36, no. 5 (October 1, 2020): 360–67. http://dx.doi.org/10.1123/jab.2020-0029.
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There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement and performance in a 5-week program with bioengineering workshops, focusing on the delivery of biomechanics content. A total of 31 students received interest-tailored lectures (intervention) and 23 students received only generic lectures (control) in biomechanics. In addition, the authors assessed the effects of teaching method (lecture, classroom activities, and laboratory tours) on student engagement. The authors found interest-tailored lectures to significantly increase student engagement in lecture compared with generic lectures. Students that received interest-tailored lectures had an insignificant, but meaningful 5% increase in student performance. Students rated laboratory tours higher in engagement than other teaching methods. This study provides detailed examples that can directly assist student teaching and outreach in biomechanics. Furthermore, the pedagogical techniques in this study can be used to increase engagement of underrepresented students in engineering.
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Reed, Marlene M., and Rochelle Reed Brunson. "Exploration of the efficacy of the case method of teaching." CASE Journal 14, no. 3 (May 8, 2018): 362–71. http://dx.doi.org/10.1108/tcj-01-2018-0009.
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Synopsis The purpose of this research is to identify studies that had been undertaken to determine the efficacy of the case method of teaching as compared to the lecture method in an academic setting. An extensive search of secondary sources to identify research was undertaken to determine the effectiveness of case teaching as compared to the lecture method. The findings of this study indicate within the research reviewed the following positive results of case teaching noted by students: enhanced learning of the subject; heightened student engagement in the classroom; and the receipt of higher grades in some disciplines. The following negative results are also found: lack of understanding of course content and the method is more challenging and time consuming. In a national survey of faculty using the case method for the first time, the following positive outcomes of utilizing the case method were found: develops strong critical-thinking skills, greater retention of course material and more active engagement in the classroom. The limitations are the inconsistency of variables measured in the study and the small sample sizes. “Recommendations for further study include the use of larger sample sizes and a control group using the lecture method of teaching.” Research methodology An extensive search for all studies is performed in the classroom to evaluate and compare the use of the case method as compared to the lecture method of teaching. Relevant courses and levels The courses evaluated in the study are from a variety of disciplines in universities. Theoretical bases A review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.
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Krizhanovskaya, A. V., O. K. Stukan, and O. O. Honchar. "Methodological approaches to conducting lectures for foreign students on medical microbiology." Reports of Vinnytsia National Medical University 22, no. 2 (December 5, 2018): 361–64. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-27.
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The article discusses the main methodological approaches to the preparation of a lecture course on medical microbiology for foreign students at the National Pirogov Memorial Medical University, Vinnytsya. The purpose of the work is to discuss methodological approaches to the preparation of a lecture course on microbiology, virology and immunology for foreign students to form their cognitive activity, the development of clinical thinking and qualitative mastery of discipline. In this work the main methodological bases of preparation of lecture material, its design, importance for mastering the theoretical, practical bases of basic training of foreign medical students are revealed. The main functions of the lecture, as the main form of preparation for practical classes, independent work of students and the preparation of the exam on discipline are highlighted. The role of the teacher's professional skill in mastering the subject "Medical Microbiology, Virology and Immunology" is shown. The present demands from a teacher who lectures to foreign students, the use of new methods and techniques and the introduction of new technologies, diverse approaches and improving the quality of teaching. The lecture is traditionally the leading form of study at a higher educational institution. It performs scientific, cognitive, educational functions. The lecturer must have high professional training, pedagogical skills, communicative skills and fluency in the English language. Lecture material should be presented to foreign students at an adequate scientific level, using modern teaching aids, to contain the basic provisions that are necessary for preparation for practical classes, organization of independent work of students, examination of the subject. The prospect of further improving the teaching of the lecture course is the creation of a multimedia lecture summary for Ukrainian-speaking foreign students.
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Prayitno, Baskoro Adi, Suciati Suciati, and Eni Titikusumawati. "ENHANCING STUDENTS’ HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY." Journal of Baltic Science Education 17, no. 6 (December 10, 2018): 1046–55. http://dx.doi.org/10.33225/jbse/18.17.1046.
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This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team’s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD's were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies. Keywords: higher order thinking skills, inquiry-based learning, student team’s achievement division, INSTAD strategy.
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N.E., Makata, Agbapuonwu N.E., Ilo I.C., Obasi S.C., Chinweuba A.U., and Agu M.C. "Effect of Two Teaching Methods on Sexual Health Knowledge of In-School Adolescents in Enugu State, Nigeria." African Journal of Health, Nursing and Midwifery 4, no. 5 (August 9, 2021): 38–48. http://dx.doi.org/10.52589/ajhnm-vvsemfoz.
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This quasi experimental study was designed to determine the effect of lecture and Socratic questioning teaching methods on mean sexual health knowledge gain of in-school adolescents in Enugu State, Nigeria. A sample of 310 senior secondary-two students in eight intact classes were drawn from 16,510 senior in-school adolescents using multi-stage sampling. Sexual health knowledge test comprising 50 items was used to test students’ knowledge of sexual health. Student t-test and ANOVA were used to test the hypotheses at α=0.05. There was significant difference in the mean sexual health knowledge gain scores of students taught with lecture and Socratic questioning methods (lecture x̄=9.25 > Socratic questioning x̄=7.25; p<0.01). There was statistically significant difference in the mean sexual health knowledge gain of students in urban and rural schools (P<0.001). Students in rural areas taught with lecture method had higher mean sexual health knowledge gain score (x̄=11.75) than those in the urban areas (x̄ = 7.50). Urban subjects taught with Socratic questioning had slightly higher mean sexual health knowledge gain score of x̄=7.26 compared to their rural counterparts that scored x̄=7.25. Lecture remains effective teaching method for improving sexual health knowledge of students. Health educators should use lecture methods for adolescents’ health instructions.
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Herman, Herman, Titi Savitri P, and Widyandana Widyandana. "Perbandingan Tingkat Motivasi Mahasiswa yang Menempuh Kuliah Konvensional dengan Collaborative Learning." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 2 (July 25, 2014): 93. http://dx.doi.org/10.22146/jpki.25228.
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Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences.
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Kedare, Rahul Vittal, Kharat R. D, and Wagh R. J. "Impact of PowerPoint and Chalkboard in Physiotherapy Undergraduates." International Journal of Clinical and Biomedical Research 1, no. 1 (January 29, 2019): 9–11. http://dx.doi.org/10.31878/ijcbr.2018.51.03.
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Background: A teacher’s basic tool for displaying lectures are through blackboards, pegboards, bulletin boards, transparencies with an overhead projector (TOHP), PowerPoint presentation and walk and talk. Nowadays PowerPoint presentation is commonly used as it has ability to present the information in a clear, organized and simpler manner. The present study was carried out to find out the best method of teaching amongst the undergraduate Physiotherapy students. Objective: To compare the impact of the PowerPoint multimedia presentation and chalkboard in teaching by assessing the knowledge based on the marks obtained in the pretest and posttest. Methodology: 40 students were divided into two groups and a selected content-based lecture in pharmacology was delivered. For one group lecture was delivered using PowerPoint presentation, for second group using Chalkboard. Single - best Multiple Choice Questions [MCQs] paper was used for assessing the knowledge gained. The differences in the marks obtained in the two groups were analyzed Results: Students who attended the class on chalkboard obtained significantly higher score in single best MCQ examination compared to those students who attended the same content based lecture on the PowerPoint. Conclusion: The chalkboard method of teaching was found more suitable tool of teaching and learning than PowerPoint for small group.
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Manoharan, C., and S. Birundha. "Attitude of Higher Secondary Students to Flipped Classroom." Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 43–47. http://dx.doi.org/10.34293/education.v8i1.1252.
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Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.
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ILDIKÓ SZABÓ. "Teaching methods matched with TEL tools to improve higher education within AduLeT project." E-methodology 6, no. 6 (May 28, 2020): 119–27. http://dx.doi.org/10.15503/emet2019.119.127.
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Concepts discussed. E-learning has become a common way to teach and learn. Thenumber of technologies for a variety of educational purposes is already quite large and constantlyrising. Nevertheless, there is still a lack of formal training and support of digital skillswithin faculty training. The European ERASMUS+ project AduLeT (Advanced Use of Technologiesin Higher Education) wants to improve the teaching quality of lecturers by enhancingtheir skills concerning the use of technologies in an advanced way. It also aims at trainingthe lecturer on how a specifi c teaching method can be combined with a certain technology inaddition to providing guidelines, best practice and strategy concepts for lecturers and universities.AduLeT has the primary target group of lectures at the partners’ universities.Results and conclusions. The analysis of multiple studies before the project identifi ed:the following barriers concerning the advanced use of learning technologies in higher learning:(1) time, (2) motivation, (3) institutional/cultural factors and (4) self-effi cacy/self-confidence. As higher education lecturers face almost the same barriers to a different extend inmany different countries, the aim of AduLeT is to provide lecturers an environment withhelpful information for their teaching. A support system is implemented as a community ofpractice (CoP) with all the results of the project and driven by pedagogical aspects.Original approach. This article gives an insight into the project, and discusses the barriersthat were identifi ed within the scope of the project among the Hungarian participants.
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Yang, Xuan. "Research on improving English application ability of higher vocational students by board role-playing games." Lifelong Education 8, no. 1 (February 4, 2019): 1. http://dx.doi.org/10.18282/le.v8i1.757.
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<p>Since 1980s, higher vocational education has always been influenced by general higher education mode in teaching. The English teaching mode of higher vocational education also follows English teaching mode of ordinary higher education. According to students' actual situation of higher vocational colleges, English teaching mode suitable for students in higher vocational colleges has not been summarized. As a whole, vocational English teaching still adopts traditional "cramming education" teaching mode. Most English teachers use PPT to give a lecture, while students listen lectures passively, with little classroom interaction between teachers and students. It cannot carry out the teaching model that students act as main body and teachers act as the supplement. There are many students in higher vocational English class, and these students have different English levels. Most higher vocational students have weak English foundation and have not a correct learning method. Many students have less vocabulary accumulation, and their pronunciation is not standard, so they dare not communicate with others in English. Thus, higher vocational English teaching must change traditional teaching mode, change teachers' role in class, improve students' enthusiasm for learning English, and meet educational reforms that focus on cultivation of innovative spirit and practical ability.</p>
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Adedokun-Shittu, Nafisat Afolake, and Abdul Jaleel Kehinde Shittu. "Assessing the impacts of ICT deployment in teaching and learning in higher education." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 180–93. http://dx.doi.org/10.1108/jarhe-02-2013-0012.
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Purpose – Deployment of ICT facilities for teaching and learning in higher education is no longer a new trend, however, assessing the impacts of these deployment on lecturers and students requires more effort. The purpose of this paper is to employ a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment. Design/methodology/approach – This study employed a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Findings – Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment. Practical implications – The use of multiple research designs to get rich and diverse view of participants incorporated in this study help to generate solid findings on the impact assessment of technology in education. The conceptual model (Adedokun-Shittu 2011 ICT impact assessment model) generated through a mixed method research design has four components which are substitutable to CIPP and Kirkpatrick models. It also fills a crucial gap left by both models. Originality/value – This study produces a model that is conceived as a conceptual framework for researchers on impact assessment and is made up of the generated themes and named ICT Impact Assessment Model comprising Positive effect, Integration, Incentives and Challenges. This model is represented in a cyclic form because the assessment process can start from any stage and the assessment could be done individually or holistically. This makes it useful for both formative and summative assessment of ICT integration in teaching and learning (Adedokun-Shittu et al.S, 2012). The mixed method approach (survey, interviews and observations) used in the study that generated this model also supports its usefulness in any kind of evaluation (formative or summative).
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Markose, Joji, Shruthi Eshwar, K. Rekha, and S. Naganandini. "Problem-based Learning vs Lectures—Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study." World Journal of Dentistry 8, no. 1 (2017): 59–66. http://dx.doi.org/10.5005/jp-journals-10015-1412.
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ABSTRACT Introduction Effective teaching is critical for student learning, especially in professional field, such as dentistry. To cope with the dynamic state of society, the changing pattern of diseases, a clear understanding of the links between basic sciences, technology, and health care systems are crucial. Future health care provider's education system should encourage the development of learning characteristics, such as critical thinking and problem-solving. Problem-based learning (PBL) is one such method. Aims and objectives To evaluate the efficacy of PBL vs lecture method of teaching among the final-year dental undergraduates. Materials and methods A comparative study with 38 finalyear dental students, 19 students in PBL and 19 students in lecture groups were undertaken. The PBL group was further divided into three smaller groups. Both the groups were given a topic from the undergraduate curriculum of Public Health Dentistry prescribed by Dental Council India (DCI) and were assessed for their academic performances through an internal assessment examination. Results Both the groups consisted of higher number of females. Mean marks obtained by PBL group was 6.63 ± 1.80, which was significantly higher as compared with the lecture group which was 4.84 ± 1.17 (p = 0.001**). Conclusion Students in PBL group showed better academic performance as compared with students in the lecture group. How to cite this article Rekha K, Naganandini S, Eshwar S, Manvi S, Markose J. Problem-based Learning vs Lectures— Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study. World J Dent 2017; 8(1):59-66.
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Merchant, William, and David Dees. "Assessing Teaching Format as it Applies to Motivation and Perceptions of Teaching and Learning in Geological Sciences Education." International Journal of Education 9, no. 3 (September 30, 2017): 200. http://dx.doi.org/10.5296/ije.v9i3.11725.
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Objective: This study sought to compare the motivation and classroom level perceptions of students participating in three different classroom formats (i.e. lecture only, data/lecture, lab/data/lecture). Method: A Multivariate Analysis of Variance (MANOVA) was used to compare subscales from the Motivation Strategies and Learning Questionnaire (MSLQ) and Experiences of Teaching and Learning Questionnaire (ETLQ) across the three teaching formats. A correlational analysis was then conducted examining relationships within and between MSLQ and ETLQ subscales and select student outcomes. Results: Teaching format was not found to be a significant factor in relation to student motivation or class level perceptions except for the perception of choice which was higher for the lecture only format. A strong collection of correlations suggest that classroom and teacher level variables are positively related to deep learning. Conclusion: This study found that class format is not as impactful on student level outcomes as is their perception of the learning environment and teacher interactions.
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Desselle, Bonnie C., Robin English, George Hescock, Andrea Hauser, Melissa Roy, Tong Yang, and Sheila W. Chauvin. "Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 516–20. http://dx.doi.org/10.4300/jgme-d-11-00209.1.
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Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.
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Jose, Preetha, Firoz Thaha, Kavitha Varghese, and Aruvi Poomali. "Impact of lecture delivery by using PowerPoint presentation and black board and chalk in second year MBBS students in Pharmacology." International Journal of Basic & Clinical Pharmacology 8, no. 2 (January 24, 2019): 316. http://dx.doi.org/10.18203/2319-2003.ijbcp20190153.
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Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.
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Prabhu, Sushma. "COMPARISON OF TRADITIONAL VERSUS VIDEO BASED TEACHING ON NEUROLOGICAL ASSESSMENT AMONG UNDERGRADUATE NURSING STUDENTS." Journal of Health and Allied Sciences NU 03, no. 02 (June 2013): 029–32. http://dx.doi.org/10.1055/s-0040-1703649.
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Abstract Background: The new computer assisted and interactive video instructions have been merged into teaching system as an efficient method. This method is an effective medium for student learning, regardless of discipline and its potentials have encouraged instructors and learners to opt this method. Purpose: The current study has aimed to compare the traditional lecture method with video based teaching, in improving the knowledge and skill of Undergraduate Nursing students on Neurological assessment. Methods: This quasi experimental study was conducted on 30 undergraduate nursing students who were randomly assigned to two groups. Group A attended a lecture cum demonstration method and group B underwent video based teaching on neurological assessment. Learning level of both the groups was compared by using independent't' test. Results: In both the groups the post test scores were significantly higher than the pretest scores, but there was no statistically significant difference between group A and B. Hence both the teaching methods were found to be equally effective in improving the knowledge and skill of undergraduate nursing students on neurological assessment.
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Vashishtha K, Baidwan S, and Puri N. "Comparison of two teaching aids: “PowerPoint and Chalkboard” in Undergraduate Anatomy Teaching." International Journal of Anatomy and Research 9, no. 2.3 (June 5, 2021): 8001–7. http://dx.doi.org/10.16965/ijar.2021.126.
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Objective: Teaching aids like chalkboard and power point (PPT) have commonly been used in anatomy teaching. With an increasing number of medical seats and introduction of competency-based curriculum, PPT is being preferred. The present study aimed at obtaining the views of medical students on these two teaching aids in learning Anatomy. Methods: It was a prospective, cross-sectional, questionnaire-based study conducted on medical students of First, second and final professional of a Government Medical College in North India. Students’ perception was assessed on the basis of a questionnaire in Likert scale. Likert scale 4 and 5 were considered favorable responses. McNemar’s test was used for statistical analysis. Results: The questionnaires were distributed to 420 students but 412 students participated in study. There were 164 males and 248 females. Students perceived that PPT offered significantly (p value <0.001) better visibility of lecture content, more clarity of the diagrams, structural relations and demonstration of applied aspects as compared to chalkboard. However, chalkboard was preferred over PPT by a significantly higher number of students (p value <0.001) as it enhances the ability to take notes and copy diagrams, develop better understanding of topic, provides better opportunity for student-teacher interaction, stimulates interest in the subject and enhances overall satisfaction and effectiveness of lecture delivery. Conclusion: The present study, based on students’ responses, highlights the areas of strength of chalkboard and PPT and provides a guide for the teachers for an integrated and appropriate use of both teaching aids for effective lecture delivery. KEY WORDS: Anatomy teaching, Lecture delivery, Chalkboard, Power Point, Medical education.
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Tran, Van Dat, Thi My Loc Nguyen, Nguyen Van De, Chau Soryaly, and My Ngoc Doan. "Does Cooperative Learning may Enhance the Use of Students’ Learning Strategies?" International Journal of Higher Education 8, no. 4 (July 2, 2019): 79. http://dx.doi.org/10.5430/ijhe.v8n4p79.
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The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.
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Syakur, Abd. "The Role of Applied Linguistics in English Teaching Materials in Higher Education." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (April 19, 2021): 677–83. http://dx.doi.org/10.33258/birle.v4i1.1820.
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The goal of this research was to find out what role linguistics plays in the English teaching process that takes place at Bakti Indonesia University. The lecturer of Bakti Indonesia University, teaching English along with technological developments can be implemented with various methods and development efforts. One of the efforts made was to optimize the linguistics role, especially applied linguistics, in English teaching process. It is very natural in English teaching process as broad knowledge which is fundamental about the principles of language being learned. The linguistic theories of English lecturers and teaching staff will not find any problems in describing a language especially English in its use. The research method used was descriptive with qualitative approach in its implementation. From the results can be concluded that the teaching method of English language material is not only learning system that plays major role, but more than that it is communication medium that can understand the basic principles of English teaching. For a student that learning any language requires a lot of process and practice in English.
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Richardson, D., and B. Birge. "Teaching physiology by combined passive (pedagogical) and active (andragogical) methods." Advances in Physiology Education 268, no. 6 (June 1995): S66. http://dx.doi.org/10.1152/advances.1995.268.6.s66.
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Pedagogy and andragogy are models of education based, respectively, on passive and active learning. This project compared two balanced sections of an undergraduate course in physiology. Both sections used the pedagogical method of didactic lectures to present basic material. Students in section 01 were given multiple-choice examinations, a pedagogical procedure, over the lecture content for the purpose of performance evaluation. In section 02 the lectures were used as an information source, which students combined with other information researched in the library to draft essays on assigned topics, i.e., an andragogical approach. Grading of the essays constituted 75% of a student's performance evaluation, with participation in class discussions making up the remaining 25%. There was no significant difference in overall performance outcome between the two sections (P > 0.47). Students from both sections valued the lectures, even though they served a different purpose in each section. However, overall the student rating of section 02 was significantly higher than that of section 01 (P < or = 0.05). This reflected different teaching methods rather than different teachers, because the ratings of the two instructors were virtually identical (P > 0.98). These results suggest that a combined pedagogical and andragogical approach is an acceptable model for teaching introductory physiology.
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Zachry, William H. "How I Kicked the Lecture Habit: Inquiry Teaching in Psychology." Teaching of Psychology 12, no. 3 (October 1985): 129–31. http://dx.doi.org/10.1207/s15328023top1203_3.
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Inquiry teaching is an alternative to lecturing and is designed to involve students more actively and deeply in course material. It aspires to create an attitude of open-minded curiosity while engaging the highest cognitive skills. Inquiry teaching is based on a five-step approximation of the traditional scientific method, which includes forming hypotheses, collecting data, evaluating hypotheses, drawing conclusions, and testing conclusions against new data. In this article the inquiry method is illustrated by examples from a general psychology class. Successful results include increased class participation and higher student evaluations.
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Omelicheva, Mariya Y., and Olga Avdeyeva. "Teaching with Lecture or Debate? Testing the Effectiveness of Traditional versus Active Learning Methods of Instruction." PS: Political Science & Politics 41, no. 03 (June 18, 2008): 603–7. http://dx.doi.org/10.1017/s1049096508080815.
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Lecture is, arguably, the oldest known instructional technique used in the university setting. Since it was first employed in Plato's Academy, lecture has become an indispensable part of teaching favored across the college and university curriculum. Recently, this time-honored method of instruction has come under attack for its presumed inability to foster higher order cognitive and attitudinal goals (Cashin 1985; Day 1980; Frederick 1999; Renner 1993). Critics of traditional lecture-based formats call for their replacement with active learning approaches that provide students with an opportunity to meaningfully talk, interact, write, read, and reflect on the content, ideas, and issues of an academic subject (Meyers and Jones 1993, 6).
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Wu, Changfan, Anran Chen, Yan Yu, Haifeng Zhao, Lingfei Hu, and Huixiang Jin. "Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1380. http://dx.doi.org/10.18203/2394-6040.ijcmph20191363.
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Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year medical students were divided into two groups by class-based randomly and were taught the ocular trauma course. A total of 76 students studied in lectures and 87 students learned in a problem/case -based learning discussion session. Five questions were designed on ocular trauma in the final examination to evaluate the effectiveness of these two teaching methods. Students with the PCBL perceptions were collected to analyse the effectiveness of the PCBL.Results: Comparing with LBL, a significantly higher overall examination score occurred in the PCBL group. Most students in the PCBL class agreed that PCBL performed better in improving their understanding of the subject materials, promoting learning motivation, and enhancing the communication skill and clinical thinking method.Conclusions: The PCBL is an effective approach to assist students in understanding the clinical diagnosis and treatment of ocular diseases. This teaching method helps students increase the motivation of improving learning and problem-handling skills.
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Rivai, Immawati Nur Aisyah, and Taat Wulandari. "Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa." Harmoni Sosial: Jurnal Pendidikan IPS 5, no. 1 (November 15, 2018): 1–11. http://dx.doi.org/10.21831/hsjpi.v5i1.11181.
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Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS.Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENTAbstractThis research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies.Keywords:debate method, lecture method, critical thinking, concepts mastery social
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Мусабекова, С. А. "LECTURE: NEED OR RUDIMENT?" Vestnik, no. 2 (June 25, 2021): 265–70. http://dx.doi.org/10.53065/kaznmu.2021.13.47.046.
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Современная ситуация в высшем медицинском образовании требует не только широкого внедрения новых информационно-коммуникативных технологий, но и серьезной ревизии традиционных форм и методов обучения. Автор указывает на назревшую необходимость переосмысления роли, места и удельного веса в учебном процессе вуза лекции, которая на протяжении долгого времени являлась основным способом передачи знаний. В статье представлены результаты анкетирования, включающего вопросы о востребованности лекций и формате их проведения при обучении медицине, до и после окончания семестра. Установлено, что в процессе обучения в медицинском ВУЗе прогрессивно снижается заинтересованность обучающихся к лекции как источнику новых знаний и умений, но, вместе с тем, сохраняется стабильно высокая заинтересованность в лекциях как в эффективном методе обучения. Основной вывод состоит в том, что, выбирая оптимальные методы и технологии при обучении будущих врачей, следует разумно сочетать традиционные и новые подходы. Опасность замены живого общения цифровыми дистанционными коммуникациями ведет к утрате человеческих отношений, и как следствие к потере индивидуальности будущих специалистов. The current situation in higher medical education requires not only the widespread introduction of new information and communication technologies, but also a serious revision of traditional forms and methods of teaching. The author points to the urgent need to rethink the role, place and specific weight of lectures in the educational process of the university, which for a long time has been the main way of transferring knowledge. The article presents the results of a survey, which includes questions about the relevance of lectures and the format of their conduct in teaching medicine, before and after the end of the semester. It was found that in the process of teaching at a medical university, students' interest in lectures as a source of new knowledge and skills progressively decreases, but at the same time, a consistently high interest in lectures as an effective teaching method remains. The main conclusion is that when choosing the best methods and technologies for training future doctors, one should reasonably combine traditional and new approaches. The danger of replacing live communication with digital remote communications leads to the loss of human relations, and, as a consequence, to the loss of the individuality of future specialists.
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Voronova, E. Y. "DIDACTIC ASPECTS OF TEACHING ACCOUNTING IN HIGHER SCHOOL." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 270–75. http://dx.doi.org/10.24833/2071-8160-2013-5-32-270-275.
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The article considers didactic aspects of competence-based and interdisciplinary approaches to teaching accounting for university students. The author proves the necessity to improve the national accounting education aimed at cohesion of theory and practice, production of new knowledge, its spread and usage via innovation activities. The article criticizes traditional approach to typical problem-solving connected with calculations and memorizing double-entries for failing to develop student’s analytical skills. It also promotes case-studies to infuse knowledge and skills enabling students to professionally solve real life like problems which they are likely to face. The article also considers seminars in the light of communication and its frame to inform students of innovation theoretical concepts of accounting. In addition the author looks into changes in the role of the lecture teaching accounting as well as forms and methods of teaching accounting as well as forms and methods of teaching accounting due to access to IT. The article underlines the importance of increased autonomy and self-reliance of students. It also describes professional literature as a key information resource in accounting.
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Iriane, Gregorius Rinduh, and Petrus Katemba. "TINGKAT KEPUASAN MAHASISWA TERHADAP LAYANAN KULIAH DARING BERBASIS UBIQUITOUS LEARNING DI TENGAH PANDEMIC COVID – 19 (STUDI KASUS :MAHASISWA STIKOM UYELINDO KUPANG)." High Education of Organization Archive Quality: Jurnal Teknologi Informasi 11, no. 1 (May 31, 2019): 21–26. http://dx.doi.org/10.52972/hoaq.vol11no1.p21-26.
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One of the serious problems faced by the Institute of Higher Education, STIKOM Uyelindo Kupang in early 2020 was the replacement of the Corona Virus Covid-19 outbreak which involved all academic activities that were canceled and put into effect online teaching and learning processes or online lectures. Online lectures or online-based lecture systems also called e-learning or Online Courses are lecture processes using information and communication technology in this case the internet. Digital-based learning has been developed from E-Learning to M-Learning to U-Learning and to S-Learning or Smart Learning. The method of learning everywhere without difficulty by space and time has become important and breakthroughs in the field of education are often referred to as Ubiquitous Learning. Learning everywhere or U-Learning is a learning technology that can be carried out anywhere and at any time by integrating mobile technology as a supporting tool. an event, impact or things that cause changes to the process that is happening. The results of this study found out the level of student satisfaction with online lecture services based on ubiquitous learning at STIKOM Uyelindo Kupang
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López-Chao, Vicente, Antonio Amado Lorenzo, and Jorge Martin-Gutiérrez. "Architectural Indoor Analysis: A Holistic Approach to Understand the Relation of Higher Education Classrooms and Academic Performance." Sustainability 11, no. 23 (November 20, 2019): 6558. http://dx.doi.org/10.3390/su11236558.
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The influence of learning space on users has been broadly accepted and tested. However, the literature has focused on single factor research, instead of holistic approaches. Additionally, lower educational levels have been the focus of interest, while higher education is moving towards multi-method teaching. This paper focuses on how learning spaces for different purposes (practice and lecture rooms) may influence academic performance from a holistic approach of learning physical environment perception. For this, the iPEP scale (Indoor physical environment perception) is used and validated through Cronbach Alpha and Exploratory Factorial Analysis. Then, multiple linear regression is conducted. The results indicate that iPEP measures near to 63 percent of the construct, which is structured in six factors. Moreover, linear regression analyses support previous literature concerning the influence of learning physical environment on academic performance (R2 = 0.154). The differences obtained between practice and lecture room in terms of predictor variables bring to the light the need to diagnose learning environments before designing changes in educational buildings. This research provides a self-reported way to measure indoor environments, as well as evidence concerning the modern university, which desires to combine several teaching methods.
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Tran, Van Dat. "Does Cooperative Learning Increase Students’ Motivation in Learning?" International Journal of Higher Education 8, no. 5 (July 31, 2019): 12. http://dx.doi.org/10.5430/ijhe.v8n5p12.
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The present study examines the impacts of cooperative learning on the motivation for 72 second-year Vietnamese higher education students in the Research Methods in Education over the nine-week course. Seventy-two students were allocated into two smaller groups of 36 students. The same lecturer was assigned to teach these two groups of students. Cooperative learning was applied for the experimental group, while lecture-based teaching was utilized in the control group for the whole course. The study outcome demonstrated significant higher learning motivation in the experimental group than that in the control group. Implications for innovation in teaching methods and further research are suggested to popularize more cooperative learning for better learning outcomes.
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Thuen Jørgensen, Matias, and Lena Brogaard. "Using differentiated teaching to address academic diversity in higher education." Learning and Teaching 14, no. 2 (June 1, 2021): 87–110. http://dx.doi.org/10.3167/latiss.2021.140206.
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University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.
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V.M., Miziuk. "LECTURE IN A MODERN INSTITUTION OF HIGHER EDUCATION IN A MIXED LEARNING ENVIRONMENT." Collection of Research Papers Pedagogical sciences, no. 90 (November 4, 2020): 135–41. http://dx.doi.org/10.32999/ksu2413-1865/2020-90-22.
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У статті розкрито авторський підхід до підготовки й проведення лекційних занять у закладах вищої освіти в умовах змішаного навчання. Визначено, що розвиток цифрових технологій, впровадження інфор-маційно-комунікаційних технологій в освітній процес, поширення електронних освітніх ресурсів відкри-того доступу, а також необхідність дотримання парадигми компетентнісного підходу в процесі підготовки фахівців зумовлюють пошук нових форм взаємодії викладачів і студентів. На основі аналізу наукових досліджень виявлено, що лекція як форма заняття посідає важливе місце в системі підготовки фахівців протягом багатьох століть. Беручи до уваги, що у сучасному цифровому суспільстві лекція перестає бути єдиним джерелом отримання знань, акцентована цінність її з боку ознайомлення студентів з основними науковими й теоретичними положеннями предметної галузі. Зауважено, що зменшення кількості годин на лекційні заняття і збільшення їх на самостійну роботу не вирішує проблему пасивності студентів під час слухання лекцій, адже самостійну роботу важко контролювати, а за відсутності у студентів мотивації до навчання і навичок самостійно вчитися якість їх підготовки значно страждає. Обґрунтовано, що застосу-вання інтерактивних лекцій ефективне за умов попереднього ознайомлення студентів з матеріалом теми, за наявності у них навичок критичного мислення й вироблення комунікаційних умінь. Автором наголошено, що змішане навчання сприяє підвищенню ефективності самостійної роботи, організації різних форм і методів активного пізнання й творчої роботи студентів, у тому числі й під час лекційних занять. Наведено результати експериментальної роботи з провадження технологій змішано-го навчання у підготовці й проведенні лекцій з курсу «Методика навчання інформатики». Запропоно-вано авторську структуру підготовки до проведення лекцій за допомогою електронного середовища LMS Moodle, приклади різнорівневих завдань, які варто пропонувати перед лекцією, під час її читання і після неї. Результати дослідження дали змогу автору зробити висновки, що змішане навчання компен-сує невеликі часові обсяги лекційних занять за допомогою інформаційної підтримки у вигляді елек-тронного освітнього ресурсу, забезпечить налаштування інтерактивної взаємодії студентів і викладача у процесі навчання, а використання системи Moodle допоможе педагогу наповнити курс різноманітни-ми завданнями та налаштувати комунікацію зі студентами з метою збільшення продуктивної взаємодії лектора з аудиторією та перевірки рівня засвоєння матеріалу. The article reveals the author’s approach to the preparation and conduct of lectures in institutions of higher education in a mixed learning environment. It is determined that the development of digital technologies, the introduction of information and communication technologies in the educational process, the spread of electronic educational resources of open access, as well as the need to comply with the paradigm of competence-based approach in the process of training specialists determine the search for new forms of interaction between teachers and students. Based on the analysis of scientific research, it is revealed that the lecture as a form of occupation holds an important place in the system of training specialists for many centuries. Taking into account that in the modern digital society, a lecture is no longer the only source of knowledge, its value from the side of familiarizing students with the main scientific and theoretical provisions of the subject area is emphasized. It is noted that reducing the number of hours for lectures and increasing them for independent work does not solve the problem of students’ passivity while listening to lectures, because independent work is difficult to control, and in the absence of students’ motivation to learn and skills to learn independently, the quality of their training significantly suffers. It is proved that the use of interactive lectures is effective if students are first acquainted with the material of the topic, if they have critical thinking skills and develop communication skills. The author notes that mixed learning contributes to the effectiveness of independent work, the organization of various forms and methods of active learning and creative work of students, including during lectures. The results of experimental work on the implementation of mixed learning technologies in the preparation and conduct of lectures on the course “Methods of teaching computer science” are presented. It is offered to implement author’s structure of preparation for lectures using the electronic environment LMS Moodle, examples of multi-level tasks that should be offered before the lecture, during the reading and after it. The results of the study allowed the author to conclude that mixed learning will make up a small temporary amounts of lectures through information support in the form of e-learning resources, ensure the setup of interactive communication between students and the lecturer in the learning process, and the use of Moodle helps educator to fill a variety of course tasks and to configure the communication with students to increase productive interaction of the lecturer with the audience and test the level of mastering the material.
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Fanguy, Mik, Jamie Costley, Christopher Lange, Matthew Baldwin, and Seunglock Han. "The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom." Journal of Information Technology Education: Research 17 (2018): 471–84. http://dx.doi.org/10.28945/4131.
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Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.
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Iryna, Knyazheva. "Algorithm of constructing lectures in the training of future Specialists in the field of Preschool Education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 71–76. http://dx.doi.org/10.24195/2617-6688-2019-3-10.
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Improving the quality of higher pedagogical education is an urgent need and social demand of society, as it is emphasized in the National Strategy for the Development of Education in Ukraine until 2021, the Concept for the Development of Teacher Education, in the Standards and Recommendations for Guaranteeing the Quality of Higher Education in the European Space. These documents focus on the need to review and modernize the traditional forms and methods of organizing the educational process of higher education institutions. One of these organizational forms and methods is a lecture that has maintained the function of direct information transmission for many centuries. The purpose of the article is to highlight the technological aspects and features for constructing and introducing lectures in the process of professional training of future specialists in the field of preschool education under studying conditions at a pedagogical university. The author describes the main functions of the modern lecture, identifies the reasons for the overriding need to review functions and modernize the methodology for constructing a lecture in a modern institution of higher education, and determines the directions of this modernization. The article presents in detail the algorithm of constructing lectures step-by-step; the author illustrates some examples of the application of the proposed technological tools in the course of teaching the discipline “Preschool Pedagogy”, which is an obligatory subject included into the educational and professional training program of Bachelor students majoring in specialty 012 “Preschool education”. Key words: future specialists in the field of preschool education, a lecture, pedagogical university, functions, technological tools, construction algorithm.
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Trinova, Zulvia, and Martin Kustati. "Lecturers’ Professionalism: Reflective Experiences among Islamic State Universities in West Sumatera." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 4, no. 1 (June 30, 2019): 63–75. http://dx.doi.org/10.24042/tadris.v4i1.4117.
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Engagement for lecturer in Tridharma Perguruan Tinggi (Three Principles of Higher Education) across the higher education has been widely investigated. However, the professional lecturer implementation had not shown practical packaging and could not reach all the skills that gift practically needed in the higher education role. The study aim is to describe the professionalism development of lecturers of Islamic higher education institutions in West Sumatera, Indonesia from the aspects of education, research, and community services, as constituted in the Tridharma Perguruan Tinggi. Descriptive quantitative research method was used where the data taken from questionnaire and documentation. The population of the study includes 616 lecturers spreading from three Islamic state universities, with a sample of 62 lecturers. The finding showed that the professionalism development of the lecturers was done by designing lesson plans, pursuing doctoral education, attending conferences and workshops, involving students in community activities, and filling for intellectual property rights on their research. This indicates that the education and teaching, research and service can be used as a means of developing professional lectures at Islamic higher education institutions.
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Hingorani, Kamal, Chetan S. Sankar, and Scott W. Kramer. "Teaching Project Management through an Information Technology-Based Method." Project Management Journal 29, no. 1 (March 1998): 10–21. http://dx.doi.org/10.1177/875697289802900105.
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New information technology-based teaching methods are essential to bring the issues faced by a project manager to the classrooms electronically. This paper describes implementation of a method to achieve this objective and compares its learning effectiveness with lectures and written case study methods. The major findings were that the information technology-based method was more effective compared to written case studies and lectures in developing higher-level cognitive skills and triggering interest in learning about project management. This research shows that information technology-based methods need to be deployed in order to impart higher-level cognitive skills to potential project managers.
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Guo, Jianhong, Lihong Li, Haolin Bu, Miao Feng, Yanping Yang, Yang Zhang, Fu Liu, Qinghua Liu, Xiaqing Li, and Xiangying Jiao. "Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology." Journal of International Medical Research 48, no. 8 (August 2020): 030006052094940. http://dx.doi.org/10.1177/0300060520949402.
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Objective To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students’ opinions about the hybrid teaching strategy. Methods A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group. Results Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems. Conclusion The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.
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Olsson, Ulf. "The Grounds for Higher Education Teachers to Engage in MOOC Development Projects." European Journal of Open, Distance and E-Learning 22, no. 2 (January 1, 2020): 145–56. http://dx.doi.org/10.2478/eurodl-2019-0016.
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AbstractThe conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.