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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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Rivera, Ernesto, and Akinori Nishihara. "Advanced Mobile Lecture Viewing." International Journal of Handheld Computing Research 3, no. 2 (April 2012): 58–72. http://dx.doi.org/10.4018/jhcr.2012040104.
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In this work, the authors present a fully automated recorded lecture summarization tool and an innovative mobile iPad visualization tool. Summarization works for blackboard-based lectures by robustly extracting blackboard edits with great accuracy and high performance. Analysis output is then presented with overview and visual timelines along the original video to allow discovering lecture passages based on time. A second option allows students navigating contents in space by allowing revisiting blackboard elements directly by touching regions in the video. Proposed summarization, temporal and spatial navigation along with interactive visual annotations bring to recorded lectures the benefits that other digital learning material has long enjoyed and entice a younger generation of learners.
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Batool, Hijab, Asim Mumtaz, and A. S. Chughtai. "INTERACTIVE SESSIONS;." Professional Medical Journal 24, no. 01 (January 18, 2017): 195–99. http://dx.doi.org/10.29309/tpmj/2017.24.01.412.
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Objectives: To compare the perception of students about two different teachingmethods in the subject of pathology at Central Park Medical College Lahore. Background:In medical education, it becomes essential to adopt an approach of teaching and learningthat is best suited to the undergraduate medical students. Many studies have revealed thatsmall group discussions lead to an improved and active learning as compared to conventionaldidactic lectures. Hence, new research is required to identify the preferences and needs of themedical students in relation to their daily learning activities. Study Design: Cross sectionalstudy. Setting: Central Park Medical Lahore. Materials and methods: Comparative analysisof lectures and SGD was done via a feedback performa which was distributed among third(n=105) and fourth year (n=114) MBBS students during a small group discussion session.The students were explained about the purpose of study and 20 minutes were given to fillthe performa. Feedback performa comprised of selecting the preferred method of teaching insubject of Pathology at Central Park Medical Lahore. Results: The study revealed that studentswere satisfied with the current teaching pattern in pathology. 68.9% of the participants preferredSGDs over lectures as the ideal teaching modality in Pathology. According to 47.9% of thestudents the appropriate time for a single lecture of Pathology should be 30 minutes. 55.2%of the participants suggested discussion as the most helpful method of teaching during anSGD. Conclusion: The findings of this study revealed that students preferred SGD as the mosthelpful method of learning in subject of pathology. SGD of the topics which had been coveredin the comprehensive lectures in the same week lead to a better understanding of the topicresulting in an improved and active learning of the students.
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Keser, Tetiana Rybchenko. "The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 248–69. http://dx.doi.org/10.31470/2415-3729-2020-11-248-269.
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The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.
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Boyinbode, Olutayo, Dick Ng’ambi, and Antoine Bagula. "An Interactive Mobile Lecturing Model." International Journal of Mobile and Blended Learning 5, no. 2 (April 2013): 1–21. http://dx.doi.org/10.4018/jmbl.2013040101.
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Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using mobile devices, and aggregated comments become an educational resource. The vodcasts are generated through Opencast Matterhorn and YouTube. The tool was evaluated at the University of Cape Town with students’ own devices. The paper reports on the architecture of the MOBILect, its framework for student-vodcast interaction, and evaluation results. The paper concludes that the MOBILect has potential for use as a supplement to the traditional face-to-face lectures especially in scenarios of large classes, or where the medium of instruction is not the students’ mother tongue.
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Kumar, Sanjay. "AN INNOVATIVE METHOD TO ENHANCE INTERACTION DURING LECTURE SESSIONS." Advances in Physiology Education 27, no. 1 (March 2003): 20–25. http://dx.doi.org/10.1152/advan.00043.2001.
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The B. P. Koirala Institute of Health Sciences, Dharan, is following an innovative hybrid curriculum. Conventional lectures are replaced by “structured interactive sessions” (SIS). SIS involves increased interchange between teachers, students, and lecture contents by proper planning and organized efforts. It can promote active learning and heighten attention and motivation. The present study was conducted to enhance active interactions during such sessions. The students were divided into two groups and asked to come prepared for the lectures. Students were encouraged to ask questions and interact informally during lectures. A scoreboard was maintained, and student feedback was taken at the end of the lecture block. The entire student response was reduced to a student acceptability index (SAI). Our results show a statistically significant increase in interactions per student per day. A majority of the responses in the questionnaire and SAI were favorable. Specific comments and suggestions of students were also positive. These results show that simple innovative techniques enhance the interactions during a lecture session.
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Miller, Cynthia J., Jacquee McNear, and Michael J. Metz. "A comparison of traditional and engaging lecture methods in a large, professional-level course." Advances in Physiology Education 37, no. 4 (December 2013): 347–55. http://dx.doi.org/10.1152/advan.00050.2013.
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In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by “breaks” that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.
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Chapman, Mark D. "Rowan Williams’s Political Theology: Multiculturalism and Interactive Pluralism." Journal of Anglican Studies 9, no. 1 (August 13, 2010): 61–79. http://dx.doi.org/10.1017/s1740355309000072.
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AbstractThis essay discusses the political thought of Rowan Williams in the context of his leading influences and wider theology. It shows the continuity in his political writing from his early days as a radical to his frequent political speeches and lectures as Archbishop of Canterbury. The over-riding theme is that of ‘interactive pluralism’, which seeks to establish a form of politics with a very weak system of sovereignty. This influenced his 2008 lecture on ‘Civil and Religious Law in England: a Religious Perspective’, which suggested a limited role for parallel religious law codes alongside those of the state. Although this lecture was subject to much criticism, particularly in the popular press, it nevertheless displays a consistency with his strongly disestablishmentarian inclinations, which give a large amount of space to ‘first-level’ institutions in both decision-making and community formation. A healthy society is established through dispute and dialogue between such groups rather than strong centralized power.
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Meltzer, David E., and Kandiah Manivannan. "Transforming the lecture-hall environment: The fully interactive physics lecture." American Journal of Physics 70, no. 6 (June 2002): 639–54. http://dx.doi.org/10.1119/1.1463739.
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Daru, April Firman. "Rancang Bangun E-learning Berbasis Web Sebagai Media Interactive on line Learning." Jurnal The Messenger 6, no. 2 (July 1, 2014): 37. http://dx.doi.org/10.26623/themessenger.v6i2.196.
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<p>Class teaching and learning process has shortcomings, namely limited Class schedule. If the teacher is not in place, the course can not be done. Submission of materials consequently delayed. Utilization of the web as a tool in the lecture can resolve the issue. When the teacher was not there, the lecture could still walk, student attendance can be monitored, the discussion can be done and the task can check on line. Based on these problems will be developed interactive learning web-based application that can be a means of lectures. Model development system used in use is the System Product Development Life Cycle.</p>
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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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Niculescu, Brândușa-Oana, and Isabela-Anda Dragomir. "The Interactive Lecture: Nature or Nurture?" International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 319–24. http://dx.doi.org/10.2478/kbo-2020-0098.
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AbstractLecturing is a wide spread teaching approach used in many university settings. As a didactic technique aimed at transmitting information, lecturing is, by definition, a receptive-oriented method of presenting content and offering explanations. The effectiveness of lectures has often been subject to debate; however, when delivered properly, lectures can be effective. The issue discussed in the present paper is aligned with earlier concerns regarding ways of transforming lectures into more engaging and creative classes. In the current educational context, typified by a high degree of complexity, participative communication, and great dynamism, making lectures interactive and more energetic does, indeed, become a practical and a timely endeavour. The paper looks at ways of implementing effective interactive lecturing strategies, analyses the advantages of this approach and proposes practical activities to improve lectures in order to transform a traditionally passive learning experience in an enriching and stimulating educational environment for educators and students alike.
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Fondin, Hubert. "La problématique de la lecture documentaire du texte informationnel." Documentation et bibliothèques 52, no. 1 (April 21, 2015): 17–28. http://dx.doi.org/10.7202/1030024ar.
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La lecture informative d’un texte est une lecture de questionnement pour trouver réponse à un besoin informationnel. Réalisée pour quelqu’un d’autre, dans un cadre professionnel, c’est une lecture documentaire. La lecture informative d’un texte est la lecture que chacun fait. Est-elle donc par essence « subjective » ? Beaucoup acceptent cela quand elle est réalisée pour soi. C’est celle du lecteur final. Mais plusieurs le refusent catégoriquement quand elle est réalisée pour autrui. C’est celle du lecteur intermédiaire, celle qui est faite dans un cadre professionnel comme la documentation. Ils considèrent alors que la lecture documentaire doit être « objective ». Dès lors ils établissent implicitement ou explicitement que le lecteur n’a aucune liberté de choix dans sa lecture. Nous allons d’abord considérer la lecture en tant qu’activité de recherche de sens, en visitant successivement les sens possibles, le sens voulu par l’auteur, le sens inscrit dans le texte et le sens attendu par le lecteur. Puis nous exposerons comment, sur le plan théorique, une vision « vectorielle » de la communication, en référence au schéma de C. E. Shannon, explique le souci d’objectivité des documentalistes, puisque l’information est la connaissance à communiquer. Enfin nous montrerons comment une vision « interactive », issue de la contestation de ce schéma « classique », permet aux chercheurs en science de l’information de considérer différemment la lecture « documentaire », car l’information, à travers cette lecture, devient une connaissance partagée.
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Ivanova, O. V. "SMART lecture as modular visualization of mathematical information in higher education." Informatics and education, no. 6 (October 13, 2020): 27–35. http://dx.doi.org/10.32517/0234-0453-2020-35-6-27-35.
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The article reveals the problem of teaching higher mathematics to students studying in non-mathematical areas of training, based on the process of modular visualization of mathematical information. The relevance of the study is confirmed by foreign and domestic psychological and pedagogical studies on the development of visual thinking, the foundation of which is the discovery of the functional asymmetry of the cerebral hemispheres. The purpose of the article is to identify the effectiveness of using SMART-lectures in teaching higher mathematics for the process of developing visual thinking, which helps to increase the effectiveness of teaching. The study is carried out by integrating interactive computer technology and visual education in higher mathematics. Solving research problems is aimed at using interactive computer technologies, in particular, at using interactive whiteboards in teaching higher mathematics. The concepts of modular visualization, visual training are revealed, the main means of visual training, interactive computer technologies are given and explained, referring to the analysis of various approaches to their interpretations. For the first time, a SMART lecture is described and justified as one of the interactive forms of organizing visual education in higher mathematics, which contains all the components of visual education identified by the author. The effectiveness of SMART lectures for the process of developing visual thinking in teaching higher mathematics, which contributes to the effectiveness of learning, has been experimentally substantiated. The necessity of visual means of interactive computer technology as an integral part of modern education is emphasized. It is concluded that the implementation of such interactive forms of organizing visual education in higher mathematics as a SMART lecture promotes the development of visual education in teaching higher mathematics, activates students in the educational process, thereby increasing the effectiveness of training.
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Buchanan, Thomas, and Edward Palmer. "Student Perceptions of the History Lecture: Does this Delivery Mode have a Future in the Humanities?" Journal of University Teaching and Learning Practice 14, no. 2 (April 1, 2017): 55–72. http://dx.doi.org/10.53761/1.14.2.4.
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This article reports on a large survey of undergraduate history students, and reveals their attitude toward lecturing, particularly in the discipline of history. We argue that the evidence shows that students like lecturing and believe it aids their learning. In particular students value enthusiasm, organization, and an interesting analysis/argument in lecture presentations. We conclude that this suggests that historians should maintain the lecture when they are able to deliver lectures with these characteristics. Otherwise, they should adopt more interactive techniques.
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Andreeva, Vera, Svetlana Shmachilina-Tsibenko, Elena Ozhogova, Ekaterina Namsing, and Oksana Morozova. "Stimulating students’ cognitive activity by means of interactive lectures in a museum environment." SHS Web of Conferences 101 (2021): 03004. http://dx.doi.org/10.1051/shsconf/202110103004.
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Considering the innovative interest of society in competent specialists, Higher Education strives to meet these needs by positioning introduction of interactive learning dynamic application in educational process as one of the forms of cognitive activity organisation. An illustrated lec-ture, a binary lecture, a consultation lecture and a conference were used in the study as priority means of cognitive activity stimulation. In doing so, we relied on the ideas of museum pedagogy as one of the important conditions of creating dialogicity, searching activity, team interaction and social experience. While conducting the abovementioned lectures in a museum environment, the special atmosphere is being created, which encourages fruitful work with historical sources, receiving information through exhibits, positive communicative environment aimed at initiating cognitive interest and activity, creativity, students’ independence in the knowledge assimilation, practical application of skills and abilities. All these, as our research has shown, contribute to the increase of the students’ cognitive ac-tivity stimulation levels.
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Vujovic, Predrag. "Improving teaching skills: from interactive classroom to applicable knowledge." Advances in Physiology Education 40, no. 1 (March 2016): 1–4. http://dx.doi.org/10.1152/advan.00139.2015.
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Making the transition from more traditional to more interactive lecturing can be successfully achieved by applying numerous teaching techniques. To use lecture time in the most efficient way, a lecturer should first instruct students to acquire basic knowledge before coming to class. Various in-class activities then can be used to help students develop higher thinking skills and gain better understanding of the studied material. These in-class activities can take many forms (multiple-choice questions of various complexities, compare-and-contrast tasks, quantitative and problem-solving tasks, questions dealing with interpretations of tables, graphs, and charts, etc.) and should be designed to help student integrate their knowledge, to facilitate communication among students, and at the same time to allow the lecturer to closely monitor the learning process as it happens in the classroom.
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A., Umamaheswari, Umamageswari M. S., and Sathiya Vinotha A. T. "Assessment of medical students’ attitude towards didactic lectures taken in pharmacology in a private medical college." International Journal of Basic & Clinical Pharmacology 6, no. 6 (May 23, 2017): 1451. http://dx.doi.org/10.18203/2319-2003.ijbcp20172240.
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Background: To assess the attitude of second year medical students towards the teaching Principles in Pharmacology didactic lecture classes.Methods: It was a descriptive epidemiological and questionnaire based study. Second year students who were attending pharmacology lecture classes for a period of one month (nearly 8 lectures) were given questionnaire and ask to fill it by assessing the theory classes which was conducted throughout that month. Each question was graded with mark and finally total score was converted to 50 marks. Five-level Likert’s criteria were used to analyze few questions in the questionnaire. Data were analyzed by frequency distribution.Results: Out of 115 students who attended the questionnaire session, 61% students were having a very good and better attitude towards the faculty talking Pharmacology lecture classes and remaining students have a few lacking areas in the teaching mode which should be analyzed.Conclusions: Students have good attitude towards the faculty taking didactic lectures and the lacking areas can be future improved by efficient planning of interactive and interesting lecture methods for the usefulness of students as well as the teacher.
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Morell, Teresa. "Interactive lecture discourse for university EFL students." English for Specific Purposes 23, no. 3 (January 2004): 325–38. http://dx.doi.org/10.1016/s0889-4906(03)00029-2.
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KASABA, Koichi. "Interactive Lecture for Design and Drafting Education." Journal of JSEE 67, no. 3 (2019): 3_21–3_26. http://dx.doi.org/10.4307/jsee.67.3_21.
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Hélaine, Cédric. "Droit et mythologies : pour une lecture interactive." Les Cahiers Portalis N° 7, no. 1 (September 25, 2020): 225–34. http://dx.doi.org/10.3917/capo.007.0225.
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Afrasiabifar, Ardashir, and Mosavi Asadolah. "Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students." Investigación y Educación en Enfermería 37, no. 1 (February 2019): e7. http://dx.doi.org/10.17533/udea.iee.v37n1e07.
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Beaulieu, Judith, and Marilyn Dupuis-Brouillette. "Mise en œuvre de la lecture interactive auprès d’une élève ayant des incapacités intellectuelles profondes : interaction personne/milieu." Language and Literacy 22, no. 2 (July 15, 2020): 1–17. http://dx.doi.org/10.20360/langandlit29481.
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L’article s’inscrit dans une perspective d’interaction entre la personne et le milieu. Ici, la personne a des incapacités intellectuelles profondes et elle est scolarisée dans une classe spéciale où son enseignante met en oeuvre de la lecture interactive. Nous proposons d’analyser cette mise en oeuvre sous l’angle de deux modèles : didactique d’Irwin (2007) et psychopédagogique de Fougeyrollas et ses collaborateurs (1998). Il sera question de l’interaction entre l’élève, un contexte, la classe spéciale, la lecture interactive et le développement des processus liés à la lecture (Irwin, 2007). Il s’agit d’une recherche collaborative. Les résultats issus de cette recherche montre que la personne ayant des incapacités intellectuelles profondes peut développer ses processus impliqués dans l’acte de lire et qu’il est possible d’enseigner avec la littérature de jeunesse à cette clientèle.
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Bliwise, Nancy Gourash. "Web-Based Tutorials for Teaching Introductory Statistics." Journal of Educational Computing Research 33, no. 3 (October 2005): 309–25. http://dx.doi.org/10.2190/0d1j-1ce1-5uxy-3v34.
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Interactive Web-based tutorials were developed as a supplement to lectures in an introductory statistics class. A quasi-experimental design compared learning outcomes of students who attended one of two classes that offered the tutorials to students as an extra-credit course option to those who attended a lecture-only class. Analysis of critical items on five course exams revealed that students who attended the classes with tutorials scored higher on four out of five topics covered by the tutorials than students who attended the lecture-only class. Tutorial use leading to mastery of the concepts was associated with exam performance on the critical items. These findings suggest that Web-based tutorials can be an effective supplement to class lectures for enhancing student learning.
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Dharmambal, Chidambaram, and Somasundaram Anavarathan. "Comparison of seminar and lecture as teaching method and student perception on the seminar and lecture in medical education." International Journal of Research in Dermatology 7, no. 2 (February 22, 2021): 188. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20210565.
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<p><strong>Background:</strong> The current teaching methodology in medical education is mostly lecture. Many studies have mentioned that lectures alone are ineffective in bringing up student interaction and skills. Published literature reports that students are willing to accept innovative and interactive teaching methodologies. A study was conducted to compare the seminar vs. lectures in medical teaching and to describe perception of medical students about seminar and lecture.</p><p><strong>Methods</strong>: For comparison between seminar and lecture 88 participants from third MBBS students were randomly assigned for the Seminar and lecture methods including cross over technique by splitting the topic of leprosy into two parts. We conducted pre and post-tests after each session for both groups with the same questionnaire with total score of 36 for 36 questions. For opinion study we used a simple closed ended questionnaire on perception of on the two teaching methods. Data was analysed using SPSS software for computation of mean differences in the score and chi square proportions appropriately.</p><p><strong>Results</strong>: Least significant difference post hoc test indicates difference in the teaching methods. Mean score difference between pre and post-tests in both methods demonstrate that seminar is effective teaching method (p<0.05). Seminar evoked interest, provided more opportunities interact. In both methodologies schematic arrangement of the topic and improvement in communication skills was similar.</p><p><strong>Conclusions</strong>: Seminar was effective than didactic lecture interest and active participation as well as improves the ability to understand. To impart effective learning a combination of different teaching methods have to be used.</p>
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Partha Sindu, I. Gede, and A. A. Gede Yudhi Paramartha. "The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement." SHS Web of Conferences 42 (2018): 00073. http://dx.doi.org/10.1051/shsconf/20184200073.
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The purpose of this study was to determine the effect of the use of the instructional media based on lecture video and slide synchronization system on Statistics learning achievement of the students of PTI department . The benefit of this research is to help lecturers in the instructional process i to improve student's learning achievements that lead to better students’ learning outcomes. Students can use instructional media which is created from the lecture video and slide synchronization system to support more interactive self-learning activities. Students can conduct learning activities more efficiently and conductively because synchronized lecture video and slide can assist students in the learning process. The population of this research was all students of semester VI (six) majoring in Informatics Engineering Education. The sample of the research was the students of class VI B and VI D of the academic year 2016/2017. The type of research used in this study was quasi-experiment. The research design used was post test only with non equivalent control group design. The result of this research concluded that there was a significant influence in the application of learning media based on lectures video and slide synchronization system on statistics learning result on PTI department.
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Welch, Adam, and Michele Williams. "Implementing a Graphic Organizer Active Learning Exercise with an Interactive Lesson Template." INNOVATIONS in pharmacy 11, no. 2 (June 30, 2020): 16. http://dx.doi.org/10.24926/iip.v11i2.2342.
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Objective: To describe a systematic approach to active learning using a lesson template with a graphic organizer activity.
Innovation: The authors describe a tool that can be used to incorporate a graphic organizer activity into a traditional lecture class to promote active learning. This interactive template offers a step-by-step process to plan and implement a graphic organizer activity. The graphic organizer was used in a contact dermatitis lecture as part of a Nonprescription Medicines course for first year pharmacy students.
Critical Analysis: A survey of students immediately after the activity identified that students agreed they were interested in the activity, were engaged with the activity, and perceived an understanding of the course material. An instructor reflection revealed that students were excited and identified some instructor challenges to executing the activity.
Next Steps: Instructors interested in using graphic organizers in lectures can refer to this approach for guidance. In addition to a graphic organizer, the structure of this template can be applied to different active learning activities, thus creating consistency in delivering active learning.
Article Type: Note
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Rosier, Renee L. "Students’ Perceptions of Interactive Biology Instruction." American Biology Teacher 79, no. 8 (October 1, 2017): 621–25. http://dx.doi.org/10.1525/abt.2017.79.8.621.
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Many studies support the shift to interactive biology classrooms. Implementing these pedagogical changes can be particularly challenging for educators who must balance class preparation time with student engagement and course content. One approach to finding this balance is the use of complex classes with many components that continually redirect student focus. This study aimed to determine which components of a complex lecture were most engaging to senior-level college students in an animal behavior course. For this study, I presented students in two animal behavior classes with a PowerPoint presentation, an activity, group work, class discussion, and a PowerPoint presentation with videos. Students responded to Likert items on a survey to rate their interest in lecture activities, the extent to which the activities encouraged thinking, and to identify their favorite component of the class. Students agreed that the activity encouraged. The two classes varied in preferred components, with the first class leaning toward the activity, whereas the second class preferred the videos, but these differences were not statistically significant. Overall, most students identified components of the traditional lecture as their favorites. These results suggest that moderately interactive approaches, such as videos, can engage students.
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Sasmita, Petri Reni, Halimatus Sakdiah, and Zainal Hartoyo. "Pengaruh Penerapan Model Pembelajaran Interactive Lecture Demonstrations (ILDs) Terhadap Kemampuan Pemahaman Konsep Fisika Siswa." SILAMPARI JURNAL PENDIDIKAN ILMU FISIKA 2, no. 1 (June 18, 2020): 55–65. http://dx.doi.org/10.31540/sjpif.v2i1.931.
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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Interactive Lecture Demonstrations (ILDs) terhadap kemampuan pemahaman konsep fisika siswa. Metode penelitian yang digunakan adalah metode penelitian eksperimen awal dengan desain one-group pretest-posttest design yang dilaksanakan pada siswa kelas XI di salah satu sekolah menengah atas (SMA) di Kabupaten Kerinci. Teknik pengambilan sampling menggunakan metode sampling kelompok (cluster sampling). Pengumpulan data menggunakan tes awal (pretest) dan tes akhir (posttest) untuk mengukur kemampuan pemahaman konsep fisika siswa. Hasil perhitungan effect size menunjukkan bahwa penerapan pembelajaran dengan model Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep fisika siswa. Perhitungan effect size dalam penelitian ini dilakukan dengan menggunakan rumus Cohen. Dari hasil perhitungan tersebut didapat skor effect size sebesar 0,81. Skor ini berada pada kategori besar. Hal ini menunjukkan bahwa penerapan model pembelajaran Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model Interactive Lecture Demonstrations (ILDs) dalam pembelajaran fisika memiliki pengaruh yang besar terhadap kemampuan pemahaman konsep fisika siswa.
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Chaudhuri, Arunima, Suhrita Paul, and Ayan Goswami. "A Comparative Study to Evaluate the Role of Interactive Lecture Classes and Self-Directed Learning Sessions among First MBBS Students in the Department of Physiology during Implementation of Competency Based Medical Education." Journal of Evidence Based Medicine and Healthcare 7, no. 46 (November 16, 2020): 2714–18. http://dx.doi.org/10.18410/jebmh/2020/558.
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BACKGROUND Implementing the new competency based medical education is quite challenging for medical educators while teaching newly admitted undergraduate medical students. We wanted to compare the role of interactive lecture classes with self-directed sessions among first MBBS students in the Department of Physiology during implementation of competency based medical education. METHODS The present study was conducted in the Department of Physiology among two hundred undergraduate medical students after obtaining Institutional Ethical Clearance. Ten interactive lecture classes were compared with ten self-directed learning sessions using pre-test and post-test MCQS. Students’ feedback was collected following the sessions and students were provided with feedback following each session. Feedbacks from facilitators were also taken following the sessions. SPSS version 16 was used to analyse the data. T test was done to compare the different teaching methods. RESULTS Students were more satisfied with the SDL sessions. According to the teachers, students participated and interacted in SDL sessions better when compared to traditional classes. Teachers had to put much more effort to the SDL sessions as compared to traditional lecture sessions to make these sessions effective. There was no difference in performance between traditional lecture classes and self-directed learning sessions in pre-test sessions (50.39 ± 19.41 vs. 52.84 ± 16.01; p value 0.17). Students performed better in post-test sessions (50.39 ± 19.41 vs. 63.38 ± 12.79; p value < 0.0001**) as compared to pretest sessions in interactive lecture classes. Students performed better in posttest sessions (52.84 ± 16.01 vs. 69.79 ± 12.4; p value < 0.0001**) as compared to pre-test sessions during assessment of self-directed learning sessions. Performances of students were also better in SDL sessions as compared to interactive lecture classes in post-test sessions. (69.79 ± 12.4 vs. 63.38 ± 12.79; p value < 0.0001**). CONCLUSIONS Self-directed learning sessions were more effective than interactive lecture classes for teaching physiology to undergraduate medical students and for implementation of competency based medical education. Successful implementation of SDL sessions requires a greater number of teachers as compared to interactive lecture sessions. KEYWORDS Traditional Lecture Classes, Self-Directed Learning, Competency Based Medical Education
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Belikov, O. B., N. I. Belikova, and N. V. Vatamaniuk. "INTERACTIVE LECTURE – COMMUNICATIVE COMPETENCE OF TEACHER AND STUDENT." Bulletin of Problems Biology and Medicine 4, no. 1 (2019): 182. http://dx.doi.org/10.29254/2077-4214-2019-4-1-153-182-184.
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Crook, C. K. "Making hypertext lecture notes more interactive: undergraduate reactions." Journal of Computer Assisted Learning 13, no. 4 (December 1997): 236–44. http://dx.doi.org/10.1046/j.1365-2729.1997.00026.x.
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Rodger, Susan H. "An interactive lecture approach to teaching computer science." ACM SIGCSE Bulletin 27, no. 1 (March 15, 1995): 278–82. http://dx.doi.org/10.1145/199691.199820.
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Gubanov, N. N., and N. I. Gubanov. "Is Lecture as a Dominant Form of Teaching Dying?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 72–85. http://dx.doi.org/10.31992/0869-3617-2020-29-12-72-85.
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The article is devoted to the actively debated, difficult and for many teachers a painful problem addressing lecture as a dominant form of teaching. Nowadays, lecture is increasingly seen as an inefficient form of education, hopelessly outdated, with little interest and response among students, useless and, in principle, dying. The authors are firmly convinced that lecture was, continues to be and will be the main and indispensable form of instruction for the reproduction of an intellectual elite. To substantiate this position, the article presents an argumentation system that unfolds in three stages. In the first part of the article, the essence of lecture is revealed in the light of Randall Collins' theory of intellectual interactive rituals. The subject's intellectual creativity is conditioned by his personal contacts “face to face” with other intellectuals, as well as the position of this subject in the intellectual network. There is a demonstration that lecture has all the hallmarks of an interactive ritual, and it is its archetypal case, which ensures the transmission of cultural capital from the older generation of intellectuals to the young one. During this process, its successful participants feel surge of emotional energy necessary for intellectual creativity. In the second part of the article, the distinctive positive aspects of lecture are systematized and discussed, which together make it a unique form of training that gives indispensable experience to both lecturer and participants. The third part of the article, based on the real history of education and providing illustrative examples, is a kind of empirical confirmation of the first two parts. The article may be of interest to teachers, students, as well as anyone who is not indifferent to the current state of education in Russia.
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Gubanov, N. N., and N. I. Gubanov. "Is Lecture as a Dominant Form of Teaching Dying?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 72–85. http://dx.doi.org/10.31992/0869-3617-2020-29-12-72-85.
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The article is devoted to the actively debated, difficult and for many teachers a painful problem addressing lecture as a dominant form of teaching. Nowadays, lecture is increasingly seen as an inefficient form of education, hopelessly outdated, with little interest and response among students, useless and, in principle, dying. The authors are firmly convinced that lecture was, continues to be and will be the main and indispensable form of instruction for the reproduction of an intellectual elite. To substantiate this position, the article presents an argumentation system that unfolds in three stages. In the first part of the article, the essence of lecture is revealed in the light of Randall Collins' theory of intellectual interactive rituals. The subject's intellectual creativity is conditioned by his personal contacts “face to face” with other intellectuals, as well as the position of this subject in the intellectual network. There is a demonstration that lecture has all the hallmarks of an interactive ritual, and it is its archetypal case, which ensures the transmission of cultural capital from the older generation of intellectuals to the young one. During this process, its successful participants feel surge of emotional energy necessary for intellectual creativity. In the second part of the article, the distinctive positive aspects of lecture are systematized and discussed, which together make it a unique form of training that gives indispensable experience to both lecturer and participants. The third part of the article, based on the real history of education and providing illustrative examples, is a kind of empirical confirmation of the first two parts. The article may be of interest to teachers, students, as well as anyone who is not indifferent to the current state of education in Russia.
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Pennisi, Bodie. "Interactive Web-based Technology Has Wide Applications for Extension Programs." HortScience 40, no. 4 (July 2005): 1112D—1112. http://dx.doi.org/10.21273/hortsci.40.4.1112d.
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The Internet has become a valuable tool in education in the traditional classroom. Although electronic publications and other visual information in the form of PowerPoint presentations, with or without streaming video, have proven very effective in disseminating information, these forms lack interaction with clientele. Horizon Wimba software circumvents this limitation by allowing interaction between presenter and remote audience as well as between individual students while the lecture is in progress. This Web-based tool was evaluated in two Extension programs, Master Gardener and county agent trainings. With both types of audience, evaluations showed high satisfaction and effectiveness of the delivery of information. Evaluations also showed that Master Gardeners who use the Internet on a regular basis considered the Web-delivered interactive lecture format similar to face-to-face interaction. Master Gardeners who do not use the Internet on a regular basis listed that Web-delivered interactive training could be used as a supplement to traditional face-to-face interaction. County agents were very comfortable with the format and indicated high interest in participating in future trainings via the Internet.
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Mertens, Robert, Markus Ketterl, and Oliver Vornberger. "The virtPresenter lecture recording system: Automated production of web lectures with interactive content overviews." Interactive Technology and Smart Education 4, no. 1 (February 2007): 55–65. http://dx.doi.org/10.1108/17415650780000076.
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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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Maphosa, Cosmas, and Clever Ndebele. "Interrogating the Skill of Introducing A Lecture: Towards an Interactive Lecture Method of Instruction." Anthropologist 17, no. 2 (March 2014): 543–50. http://dx.doi.org/10.1080/09720073.2014.11891463.
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Chimmalgi, Mamata. "Interactive Lecture in the Dissection Hall: Transforming Passive Lecture into a Dynamic Learning Experience." Anatomical Sciences Education 12, no. 2 (August 17, 2018): 191–99. http://dx.doi.org/10.1002/ase.1803.
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Partanen, Lauri. "Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure." Chemistry Education Research and Practice 17, no. 4 (2016): 766–87. http://dx.doi.org/10.1039/c6rp00049e.
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The aim of this study was to apply current pedagogical research in order to develop an effective course and exercise structure for a physical chemistry thermodynamics course intended for second or third year university students of chemistry. A mixed-method approach was used to measure the impact the changes had on student learning. In its final form in 2014, the course consisted of lectures following a broken lecture structure that incorporated different kinds of activating learning tasks, and a three-tiered exercise structure including qualitative and quantitative tasks with a large emphasis on collaborative problem-solving. The new lecture and exercise structures improved student learning as measured by students' exercise points, exam results, and, between 2013 and 2014, the results of a conceptual thermodynamics test the students took at the beginning and end of the course. Even though the new exercise structure increased students' motivation, positive affect and satisfaction with the course, in both 2013 and 2014, it was the interactive lecture structure that students reported to be the most beneficial part of the course. In light of these results, this study demonstrates the advantages on student learning of adopting a multifaceted approach to both lectures and exercises.