Relevant bibliographies by topics / Lecture interactive

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

Academic literature on the topic 'Lecture interactive'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Lecture interactive"

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Yaremenko, O. B., D. V. Dobrianskyi, I. P. Tarchenko, A. V. Meliksetian, and D. V. Fedkov. "Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them." Medicni perspektivi (Medical perspectives) 26, no. 2 (June 18, 2021): 45–51. http://dx.doi.org/10.26641/2307-0404.2021.2.234499.

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The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets National Medical University experience shows, this provides opportunity for turning traditional lectures into interactive lessons to increase students’ interest, to provide improved material perception through the dialogue between the lecturer and students. The article presents the results of surveys of 387 students conducted at the Department of Internal Medicine №3, as well as generalized information regarding students’ evaluation of changes in the lecture framework and the implementation of new training methods in Bogomolets National Medical University. According to the survey results, most students are satisfied with the quality of the updated lecture frameworks at the therapeutic departments. The main characteristics of the lectures that teachers need to pay attention to in order to improve the lecture quality have been analyzed separately. In the view of the students, the best features of the lectures are: actuality, availability of material, structure and laconicism, informativeness, interactivity, video footage using, practical orientation of the presentation, illustration and sufficient number of visuals, an opportunity to be engaged in dialogue with lecturer. Students find traditional attendance control useless, the majority of respondents supported free lecture attendance.
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Althobaiti, Ahmed R., and Malcolm Munro. "Evaluating an Interactive Electronic Lecture System." International Journal of Information and Education Technology 5, no. 12 (2015): 914–19. http://dx.doi.org/10.7763/ijiet.2015.v5.637.

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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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Bates, Simon P., Karen Howie, and Alexander St J. Murphy. "The use of electronic voting systems in large group lectures: Challenges and opportunities." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 1–8. http://dx.doi.org/10.29311/ndtps.v0i2.426.

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We describe pedagogical, technical and operational issues associated with the introduction of an electronic voting system into large first-year undergraduate lectures. The rationale for doing so is to transform the lecture experience from a one-way transmission of information in to a two-way conversation between lecturer and students, mediated by the technology. We discuss some of the logistics involved, such as choice of handset, cost and siting within a lecture theatre as well as the aspects of pedagogy, such as the requirements of a good question for these interactive episodes. We present a number of possible use scenarios and evaluate student and staff experiences of the process.
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Morrell, Lesley J., and Domino A. Joyce. "Interactive lectures: Clickers or personal devices?" F1000Research 4 (March 12, 2015): 64. http://dx.doi.org/10.12688/f1000research.6207.1.

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Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.
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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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Rahman, Nurulhuda Abd, and Azwani Masuwai. "Transforming the Standard Lecture into an Interactive Lecture: The CDEARA Model." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 158–68. http://dx.doi.org/10.31686/ijier.vol2.iss10.256.

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The standard way of lecturing where students are passive recipients of knowledge and the lecturer as the provider of knowledgehas been the dominant way to deliver curriculum for so many decades.However many reports suggest that active learning methods can significantly increase learning gains.We report on the testing of a variant of interactive lecture model called the CDEARA Model through a module and a training workshop. This method is most clearly distinguished by the systematic and purposeful integration of a variety of ‘simple’ activities or techniques which we call Interactive Lecture Tools. We present and analyse a detailed example of the interactions during the workshop and analyse the evaluation of the module and the workshop as a whole.Data indicate an overall positive evaluation of the module and workshop. We conclude that the CDEARA Model is practical, effective, and amenable to implementation.
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Geri, Nitza, Amir Winer, and Beni Zaks. "Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners?" Online Journal of Applied Knowledge Management 5, no. 1 (May 5, 2017): 101–11. http://dx.doi.org/10.36965/ojakm.2017.5(1)101-111.

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Keeping learners engaged in viewing online video lectures is a challenge, which is considered harder as the length of the video is longer. Although it is a known obstacle, in practice, many videos are lengthy and do not contain interactive elements. This study takes an attention economy perspective, and examines if interactivity may enable effective use of longer online video lectures. Google Analytics data was used to measure average online video lecture viewing completion percentage for two ‘long’ and ‘short’ video lecture groups, before and after the addition of interactive components. Preliminary results show that addition of interactivity significantly improved completion percentage as well as average viewing time for both ‘long’ and ‘short’ video lecture groups by more than 20%. Furthermore, the average viewing time of the ‘long’ group grew to over 10 minutes. The contributions of this study are twofold: it demonstrates the potential of learning analytics to identify ways to improve learning processes, and it provides empirical support for the potential of adding interactive elements to the videos to expand the attention span of learners.
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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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Mitsuhashi, Toshiharu. "Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests." PeerJ 8 (August 12, 2020): e9640. http://dx.doi.org/10.7717/peerj.9640.

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Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a medical school epidemiology class to measure the efficiency of active learning techniques and the usefulness of ConcepTests in determining effective active learning approaches. Methods The PI lecture was conducted as part of an existing epidemiology class for fourth-year medical students at Okayama University on October 17, 2019. The lecture was conducted as follows. The lecturer taught the fundamental concepts of epidemiology and presented the ConcepTest to students. After answering the test, students were provided with the answer distribution, followed by peer discussion. After the discussion, students answered the ConcepTest again, and a new answer distribution was presented. Subsequently, the lecturer announced the correct answers and delivered a commentary. The ConcepTest comprised five questions, each related to fundamental concepts of epidemiology. Students’ responses to five ConcepTests were collected and analyzed by calculating the proportion of correct answers before and after the discussion, as well as PI efficiency to evaluate the PI lecture. Results Overall,121 students attended the epidemiology lecture. The proportion of correct answers before the discussion ranged from 0.217 to 0.458, and after the peer discussion they ranged from 0.178 to 0.767. The PI efficiency ranged from −0.051 to 0.657, and was higher than the theoretical value in three ConcepTests. The efficiency was about the same as the theoretical value in one ConcepTest, and lower than the theoretical value in another. Conclusion In this study, the efficiency of a PI lecture was determined by calculating the PI efficiency of each ConcepTest. The results showed that the educational efficiency of a ConcepTest in epidemiology lectures can be widely distributed, ranging from efficient to inefficient. Particularly in three ConcepTests, the proportion of correct answers after the discussion and the PI efficiency were higher than the theoretical value. This suggests that PI lectures can be useful in epidemiology education with the efficient use of ConcepTests.
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Dissertations / Theses on the topic "Lecture interactive"

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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.

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Fradette, Marie-Ève. "Évaluation des pratiques éducatives parentales dans la lecture interactive chez le lecteur débutant." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ51133.pdf.

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Bernhard, Jonte, Oskar Lindwall, Jonas Engkvist, Xia Zhu, and Degerman Mari Stadig. "Making physics visible and learnable through interactive lecture demonstrations." Linköpings universitet, Tekniska högskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-40843.

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Scheele, Nicolai. "The interactive lecture: a new teaching paradigm based on pervasive computing." [S.l. : s.n.], 2006.

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Maltais, Elizabeth, and Elizabeth Maltais. "Effet comparé de l'exposition à la lecture parent-enfant avec un livre traditionnel ou un livre numérique enrichi sur la littéracie émergente au préscolaire." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37618.

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Les bénéfices de la lecture à un jeune âge sur la littéracie émergente ont été bien documentés, mais le médium du livre change avec l’avènement de la technologie et bien qu’il semble y avoir des avantages à l’exposition aux livres numériques enrichis, encore peu d’études les ont étudiés en les comparant avec ceux des livres traditionnels. Dans cette étude, 97 enfants âgés entre 2.5 et 5 ans ont été appariés sur la base de l’âge et du sexe et assignés durant 4 semaines soit 1) au groupe exposé aux livres traditionnels, 2) au groupe exposé aux livres numériques enrichis ou 3) au groupe contrôle sans exposition. Les livres numériques étaient enrichis d’effets sonores, d’animations, de jeux et de questions à poser aux parents afin d’inciter à la lecture dialogique. Les participants étaient évalués sur leurs capacités en vocabulaire (vocabulaire général et mots cibles des livres utilisés), en conscience phonologique et en connaissance des lettres avant et après la période d’exposition. Des ANOVA à mesures répétées de type 2 x 3 pour comparer les groupes ont été effectuées. Les résultats montrent un effet bénéfique de la lecture sur le vocabulaire et la somme des mots cibles lorsque les enfants étaient exposés aux livres. Les tailles d’effet étaient toutefois plus grandes pour le groupe exposé aux livres traditionnels. Aucune différence entre les groupes n’a été trouvée pour la conscience phonologique et la connaissance des lettres. Ces résultats suggèrent donc que la lecture est bénéfique pour l’acquisition du vocabulaire et les mots cibles présents dans les histoires et que cette acquisition est plus importante avec l’exposition aux livres traditionnels. Il est donc important d’être prudent lors du choix d’un format de livre ainsi que de son contenu.
Les bénéfices de la lecture à un jeune âge sur la littéracie émergente ont été bien documentés, mais le médium du livre change avec l’avènement de la technologie et bien qu’il semble y avoir des avantages à l’exposition aux livres numériques enrichis, encore peu d’études les ont étudiés en les comparant avec ceux des livres traditionnels. Dans cette étude, 97 enfants âgés entre 2.5 et 5 ans ont été appariés sur la base de l’âge et du sexe et assignés durant 4 semaines soit 1) au groupe exposé aux livres traditionnels, 2) au groupe exposé aux livres numériques enrichis ou 3) au groupe contrôle sans exposition. Les livres numériques étaient enrichis d’effets sonores, d’animations, de jeux et de questions à poser aux parents afin d’inciter à la lecture dialogique. Les participants étaient évalués sur leurs capacités en vocabulaire (vocabulaire général et mots cibles des livres utilisés), en conscience phonologique et en connaissance des lettres avant et après la période d’exposition. Des ANOVA à mesures répétées de type 2 x 3 pour comparer les groupes ont été effectuées. Les résultats montrent un effet bénéfique de la lecture sur le vocabulaire et la somme des mots cibles lorsque les enfants étaient exposés aux livres. Les tailles d’effet étaient toutefois plus grandes pour le groupe exposé aux livres traditionnels. Aucune différence entre les groupes n’a été trouvée pour la conscience phonologique et la connaissance des lettres. Ces résultats suggèrent donc que la lecture est bénéfique pour l’acquisition du vocabulaire et les mots cibles présents dans les histoires et que cette acquisition est plus importante avec l’exposition aux livres traditionnels. Il est donc important d’être prudent lors du choix d’un format de livre ainsi que de son contenu.
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Thomas, Nathalie. "La lecture interactive :étude de ses effets sur l'enfant de maternelle et son environnement." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/308487.

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Depuis plusieurs années, les performances en lecture de nos élèves scolarisés en Fédération Wallonie-Bruxelles (FW-B) sont en baisse par rapport aux années précédentes selon les enquêtes internationales PISA et PIRLS. Les performances en lecture en Belgique francophone sont inférieures à celles de nos voisins néerlandophones ou germanophones mais aussi aux autres pays comparables de l’OCDE. De nombreuses recherches aux Etats-Unis et au Canada font état d’amélioration positive du langage et de la littératie émergente grâce à une intervention en lecture interactive. La lecture interactive permet de stimuler les prérequis au langage écrit (connaissance du code écrit, conscience phonologique, langage) grâce à l’optimisation des interactions adulte-enfant lors de la lecture d’un album jeunesse. La lecture interactive, en incluant des objectifs ciblés, rencontre également plusieurs compétences attendues en fin de cycle maternel si l’on se réfère au nouveau référentiel de compétences établi par la FW-B.Actuellement, il n’existe que peu de données probantes concernant les activités d’enseignement efficaces pour stimuler l’entrée dans l’écrit en maternelle en FW-B. Le présent travail de thèse a pour objectif de transposer la lecture interactive à notre réalité (FW-B), plus spécifiquement dans le centre de Bruxelles, où de très nombreuses nationalités et langues se côtoient et où le niveau socio-économique est faible. Les trois premiers chapitres concernent la même population, à savoir des élèves de 3ème maternelle et leur enseignant, évoluant au sein d’écoles à enseignement différencié (indice socio-économique très faible). Pour cette population, une intervention de 10 semaines en lecture interactive a été réalisée par l’enseignant habituel des enfants. Le premier chapitre concerne les effets de cette intervention sur le langage (vocabulaire, morphosyntaxe, phonologie) et les compétences en littératie émergente (connaissance du code écrit et conscience phonologique) des enfants. Le second chapitre étudie plus spécifiquement leurs compétences narratives. Le troisième chapitre cible les comportements des enseignants, en interaction avec leurs élèves. Le quatrième chapitre explore les effets d’ateliers de sensibilisation à la lecture interactive destinés aux parents d’enfants de maternelle (3 à 6 ans) de milieux socio-économique moyens. L’ensemble des résultats est intégré et discuté dans une dernière section.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.

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Sánchez, Madrid Claudia Patricia. "La genèse de l'expression causale dans le discours narratif du jeune enfant en contexte de lecture interactive avec sa mère." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27365.

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Le discours narratif fait partie des discours formels que l'enfant doit maîtriser pour réussir à l'école. Les habiletés narratives précoces se développent à travers des contextes particuliers d'interaction, notamment le contexte dialogique et de discussion autour des livres alors que l'adulte priorise une médiation favorisant la participation active de l'enfant dans la négociation de sens autour de cet objet culturel qu'est le récit. Intervenir de façon précoce sur la structuration du récit requiert une connaissance de la genèse et de la complexification des relations causales qui sous-tendent la compréhension du discours narratif. Le but de cette étude de cas est précisément, d'une part, de tracer la genèse de l'expression des relations causales chez un jeune garçon (entre 1 an 11 mois et 3 ans et 4 mois) en situation de lecture interactive avec sa mère et, d'autre part, de décrire les interventions maternelles ayant contribué à l'expression causale centrée sur la trame causale du récit. Les résultats de l'analyse de cinq lectures interactives suggèrent que, déjà à 1 an 11 mois, l'enfant exprime des liens de causalité contribuant à la construction des composantes macrostructurales du récit. En effet, les premiers liens manifestés représentent une forme de causalité précoce impliquant l'énonciation simultanée entre la cause et la conséquence ainsi que l'apparition de causalités suivant des mouvements explicatifs/rétrospectifs. Par ailleurs, au fil des lectures avec l'enfant, les liens causaux se multiplient et se complexifient allant de l'expression simultanée et unidirectionnelle explicative/rétrospective sans extension et sans profondeur causale (1 an 11 mois et 2 ans 2 mois) vers des liens bidirectionnels, incluant le mouvement prospectif, avec profondeur causale impliquant un schéma causal complexe, et ce, dès l'âge de 2 ans 4 mois. Dès que l'architecture causale s'installe autour de trois éléments, différents schémas de diverses complexités apparaissent, ce qui permet de penser qu'il y a une réorganisation majorante de la pensée causale. Cette progression causale se traduit aussi par l'intégration graduelle de différentes composantes du schéma du récit, d'abord, par des liens intracomposantes (1 an 11 mois), ensuite par des liens intercomposantes (2 ans 4 mois) et finalement par des liens transcomposantes (3 ans 4 mois). Enfin, l'utilisation de marqueurs de causalité de type « parce que » et l'émergence de questions de type «pourquoi», formulées par l'enfant lui-même, coïncident avec l'utilisation de structures causales complexes de type intracomposante. Cette complexité causale majorante s'inscrit dans l'évolution même des interactions mère-enfant autour du récit. L'étude permet de mettre en relief une catégorisation originale de divers types d'interactions maternelles en situation de lecture interactive et relation avec l'expression causale de l'enfant. Par ailleurs, dès la première lecture, un réel dialogue s'installe entre partenaires grâce à un mode de médiation dialogique manifestée par l'intermédiaire de questions ouvertes, de l'accueil du propos de l'enfant, de l'explicitation de son écoute, relance et des provocations. Les résultats de l'étude démontrent empiriquement que les contributions maternelles les plus propices à l'expression causale de l'enfant autour du récit sont l'accueil de son propos, les questions ouvertes axées sur la macrostructure et les provocations de son raisonnement. Cette thèse contribue aux connaissances scientifiques sur l'émergence de la littératie en ce qu'elle trace, pour une première fois, la complexification de l'expression causale émise par l'enfant en situation de lecture d'un récit fictif avant même l'âge de trois ans. De surcroît, tant sous l'angle d'un apport scientifique que sous celui des implications pédagogiques, l'étude permet un nouveau regard d'analyse sur les interactions adulte-enfant en situation de lecture interactive.
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Corcoran, Kevin J. "Evaluation of the effectiveness of an interactive multimedia program as a supplement to a college lecture/demonstration." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1996. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University, 1996.
Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 44-46).
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Runhem, Alexandra. "Adding insight in educational lecture environments with ARS : A post-presentation analysis using an interactive visualization tool." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254991.

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Feedback plays an important role in evaluating and developing courses in higher education. Due to inefficient factors, the feedback cycle does not meet its full potential and can therefore be counterproductive. Current evaluation methods typically demand much effort from both students and teachers, when asking for feedback at the end of the course and analyzing the results. Lack of engagement can thus be observed in both parties. Moreover, we can see an increasing trend of ARS used in educational settings, to improve learning quality and enhance the relationship between the presenter and audience. This study’s aim was to make the feedback process more efficient and to explore how to provide insight in lecture quality for continuous course development. To fully understand the target user, a pre-study was conducted to identify design requirements and to investigate which areas to evaluate during the courses and why. The interview sessions resulted in four main dimensions to evaluate; Meaningfulness, comprehension, knowledge and attitude. Based on these dimensions, a feedback tool was developed to gather the feedback data from students in two different cohorts. The tool was developed in a survey format, with the help of an existing ARS. The feedback was then collected after two university lectures during two courses. To explore the potential of providing useful insight to the lecturer, and to facilitate the analytical step of the process, an interactive visualization tool was prototyped to display the data. The visualization tool was evaluated, both in terms of usability and its overall concept, with a total of eight lecturers, two of which were lecturers in the courses used to gather the feedback data. Even though the results show that it might be difficult to draw a single conclusion of the tools’ usability, the users found the concept interesting and were positive towards the idea. The perception of the tool’s intended use varied and is discussed along with future development.
Feedback spelar en viktig roll när det kommer till utvärdering och utveckling av kurser inom högre utbildning. På grund av ineffektiva faktorer uppnår feedbackcykeln inte sin fulla potential och kan därför vara kontraproduktiv. Aktuella utvärderingsmetoder kräver typiskt mycket ansträngning från både elever och lärare och brist på engagemang kan således observeras hos båda parter. Dessutom kan vi se en ökande trend av ARS som används i utbildningsinstitutioner, för att förbättra utbildningskvaliteten samt förhållandet mellan presentatören och publiken. Syftet med studien var att göra feedbackprocessen mer effektiv och undersöka hur man kan ge insikt i föreläsningskvaliteten för kontinuerlig kursutveckling. För att förstå slutanvändaren genomfördes en förundersökning för att identifiera deras begär och för att undersöka vilka områden som ska utvärderas under kurserna och varför. Intervjuerna resulterade i fyra huvuddimensioner att utvärdera och ge insikt inom; Betydelse, förståelse, kunskap och attityd. Baserat på dessa dimensioner utvecklades ett feedbackverktyg. Verktyget var i form av ett formulär och producerades med hjälp av ett befintlig ARS. Feedbackdatan samlades sedan in efter två universitetsföreläsningar under två kurser. För att undersöka möjligheten att ge föreläsaren användbar insikt och för att underlätta det analytiska steget i processen, utvecklades ett interaktivt visualiseringsverktyg. Visualiseringsverktyget utvärderades, både vad gäller användbarhet och dess övergripande koncept, med totalt åtta föreläsare. Även om resultaten visar att det kan vara svårt att dra en enda slutsats av verktygets användbarhet, fann användarna konceptet intressant och var överlag positiva. Uppfattningen av verktygets avsedda användning varierar och diskuteras tillsammans med framtida utveckling.
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Books on the topic "Lecture interactive"

1

May, Frank B. Reading as communication: An interactive approach. 3rd ed. Columbus: Merrill, 1990.

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Reading as communication: An interactive approach. 2nd ed. Columbus: Merrill Pub. Co., 1986.

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Thiagarajan, Sivasailam. Lecture games: From passive presentations to interactive instruction. Amherst, MA: HRD Press, 1994.

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Liaut, Jean-Noël. Férocement vôtre: Journal d'une lecture interactive des Mémoires de Saint-Simon. Paris: Ramsay, 2005.

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Classroom strategies for interactive learning. 3rd ed. Newark, Del: International Reading Association, 2008.

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Classroom strategies for interactive learning. 2nd ed. Newark, Del: International Reading Association, 2004.

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Understanding and teaching reading: An interactive model. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Pakenham, Kenneth J. Making connections: An interactive approach to academic reading. New York: St. Martin's Press, 1994.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing disability: An interactive approach. 2nd ed. New York: Longman, 1997.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing difficulties: An interactive approach. 4th ed. Boston: Pearson, 2009.

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Book chapters on the topic "Lecture interactive"

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Proença, José, and Dave Clarke. "Interactive Interaction Constraints." In Lecture Notes in Computer Science, 211–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38493-6_15.

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de Lima, Edirlei Soares, Bruno Feijó, Cesar T. Pozzer, Angelo E. M. Ciarlini, Simone D. J. Barbosa, Antonio L. Furtado, and Fabio A. Guilherme da Silva. "Social Interaction for Interactive Storytelling." In Lecture Notes in Computer Science, 1–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33542-6_1.

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Hirokata, Tatsuya, Masataka Tokumaru, and Noriaki Muranaka. "Interactive Tabu Search vs. Interactive Genetic Algorithm." In Lecture Notes in Computer Science, 505–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15399-0_74.

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Triglianos, Vasileios, and Cesare Pautasso. "Interactive Scalable Lectures with ASQ." In Lecture Notes in Computer Science, 515–18. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08245-5_40.

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Perlin, Ken. "Toward Interactive Narrative." In Lecture Notes in Computer Science, 135–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590361_16.

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Hammori, Markus, Joachim Herbst, and Niko Kleiner. "Interactive Workflow Mining." In Lecture Notes in Computer Science, 211–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25970-1_14.

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Nandi, Alok, and Xavier Marichal. "Interactive Immersive Transfiction." In Lecture Notes in Computer Science, 44–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45420-9_6.

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Lane, H. Chad, and Brent Martin. "Interactive Events Summary." In Lecture Notes in Computer Science, 619. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9_120.

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Nieuwenhuis, Claudia, Benjamin Berkels, Martin Rumpf, and Daniel Cremers. "Interactive Motion Segmentation." In Lecture Notes in Computer Science, 483–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15986-2_49.

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Drewes, Heiko, Evelyn Müller, Sylvia Rothe, and Heinrich Hussmann. "Gaze-Based Interaction for Interactive Storytelling in VR." In Lecture Notes in Computer Science, 91–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87595-4_8.

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Conference papers on the topic "Lecture interactive"

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David Brecht, H., Suzanne M. Ogilby, and Eugene Sauls. "Self-Study Interactive Lectures." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2633.

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This paper presents the groundwork development of a computer assisted learning program called SelfStudy Interactive Lectures (SSIL). SSIL is an enriched classroom presentation that uses transcript-quality lecture notes and OFFICE programming features to facilitate and empower students’ learning at a greater depth than otherwise obtainable. A major feature of SSIL is its response to variation in students’ abilities to understand complex material, such as accounting. The paper provides an overview of SSIL and discusses the implications for the scope and depth of lecture coverage. As a case study, students in classes using SSIL were surveyed and the results of the surveys are reported in the paper. This is seed research in nature, opening up opportunities for future research into the SSIL methodology’s connection to pedagogical theory and its testing for more general application in other classroom settings.
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Sadykov, Timur, and Hana Čtrnáctová. "THE STUDENTS’ OPINIONS TOWARD INTERACTIVE LECTURES." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.199.

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The research purpose was to create and test the interactive lectures for lower secondary schools based on the characteristics of interactive ICT-supported education. First verification was carried out in the December 2018 on specialized school-board information technologies in Karaganda (Kazakhstan). The sample included two of eighth grade classes chosen, in total 26 respondents participated. The students’ opinions toward interactive lectures in this study were tested using simple questionnaire survey. The results showed that more than 70 % of the students enjoy working in an interactive environment and this positively affects their opinions towards the subject. Keywords: interactive lecture, secondary school, students’ opinions.
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French, Timothy A., and Karen Cummings. "Effectiveness of Abridged Interactive Lecture Demonstrations." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.003.

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Mertens, Robert, Markus Ketterl, and Oliver Vornberger. "Interactive Content Overviews for Lecture Recordings." In Eighth IEEE International Symposium on Multimedia (ISM'06). IEEE, 2006. http://dx.doi.org/10.1109/ism.2006.96.

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Cooray, W. I. U., D. M. P. Abhayawickrama, and Roshan G. Ragel. "Real time interactive lecture delivery system." In 2010 5th International Conference on Information and Automation for Sustainability (ICIAfS). IEEE, 2010. http://dx.doi.org/10.1109/iciafs.2010.5715641.

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Wang, Innea, and Jin-Woo Jung. "Design of Interactive Diagnostic System for Lecture Time Assignment based on Lecture Attributes." In HCI Korea 2016. The HCI Society of Korea, 2016. http://dx.doi.org/10.17210/hcik.2016.01.273.

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Takeuchi, Akihiro, Dai Hasegawa, and Hiroshi Sakuta. "Web-based avatar represented lecture viewer toward interactive e-Lecture performed by 3D avatar." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095984.

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Rodger, Susan H. "An interactive lecture approach to teaching computer science." In the twenty-sixth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/199688.199820.

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Sokoloff, David R., Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Image Formation Interactive Lecture Demonstrations Using Personal Response Systems." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479860.

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Lakshminarayanan, Vasudevan. "Interactive lecture demonstrations, active learning, and the ALOP project." In SPIE Eco-Photonics, edited by Pierre Ambs, Dan Curticapean, Claus Emmelmann, Wolfgang Knapp, Zbigniew T. Kuznicki, and Patrick P. Meyrueis. SPIE, 2011. http://dx.doi.org/10.1117/12.889508.

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