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Relevant bibliographies by topics / Lecture method in teaching

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Academic literature on the topic 'Lecture method in teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Lecture method in teaching"

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Zolty, Thaddeus C. "Improving Undergraduate Lectures: The Sender, the Message, and the Receiver." Political Science Teacher 3, no. 4 (1990): 6–8. http://dx.doi.org/10.1017/s0896082800001185.

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

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O’Malley, Patrick J. "Combining a Tablet personal computer and screencasting for chemistry teaching." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 64–67. http://dx.doi.org/10.29311/ndtps.v0i6.523.

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This article describes innovative use of a Tablet PC and screencasting in delivering chemistry lectures. Introducing such technological innovations as an aid to chemistry lecturing is shown to be of immense benefit to both lecturer and student alike. The Tablet PC provides a clear method of presenting technical information in a dynamic fashion catering to both lecturer and student needs. It also permits archiving of lectures „as delivered‟ to be achieved. Screencasting allows easy recording of the entire lecture and archiving for future viewing by the students. Student reaction to such innovations is universally extremely positive and the widespread adoption of these practices is to be encouraged.

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Pykhteeva, E. V. "Innovative methods of teaching political scientists at Russian universities." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 1 (2024): 9–15. http://dx.doi.org/10.18323/2221-5662-2024-1-9-15.

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The disciplines of the programme “Political Science” are characterized by their variability and the number of theories and concepts that are of the same scientific nature. Consequently, teaching these disciplines offers specific opportunities enabling students to develop creative thinking, practical skills and theoretical knowledge. The paper describes the analysis of academic performance of political science students in the discipline “Political Technologies”. The assessment of knowledge obtained was carried out in the form of selective testing based on the results of teaching the discipline in traditional and innovative forms. Traditional lectures and innovative lectures, as well as tutorials organized in various forms were subject to separate monitoring. The innovative lectures were specified the following: problem lecture, binary lecture, visualization lecture, consultation lecture, situation analysis lecture. Innovative tutorials included classes, which use the following teaching methods and techniques: dialogues and interviews in pairs, impulse messaging, role-playing, boards with notes, flashcards, opinion cards, Case Study method. A study of students’ level of learning proved high effectiveness of innovative methods and forms of teaching political disciplines to the students. The final indicators demonstrated the difference in the level of knowledge obtained from a number of traditional lectures (14.4 %) and from practicing innovative lectures (15.6 %). Students demonstrated a higher level of learning after attending innovative classes. The study allows concluding about the necessity to introduce innovative methods, technologies and teaching aids into the educational process of a university in teaching political disciplines, which corresponds both to the interests of students and to the current development of society.

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Bylykova, M. "Active Teaching Methods as Means of Developing Students’ Creativity." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 491–98. http://dx.doi.org/10.33619/2414-2948/67/64.

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In the article, you can get an answer to such questions as the place of a lecture in education and on the basis of this concept about the content of a lecture, what can and cannot be talked about. You cannot give all the material in a lecture. In fact, both an inexperienced teacher and a teacher with vast experience can make one methodological mistake: they want to include all their knowledge in the lecture. The teacher, trying to have time to present all the prepared material, lectures quickly. This of course reduces the effectiveness of the lecture. This note provides specific suggestions and discusses the didactic and psychological conditions for organizing the lecture. This article is recommended for university professors for use in lectures.

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Tapilouw, Marisa Christina. "Reflection session in the ‘Basics of Biology Learning’ Lecture: Pre-service Biology Teacher’s Perspective in Choosing Learning Method/Model." International Journal of Pedagogy and Teacher Education 4, no. 1 (May 4, 2020): 1. http://dx.doi.org/10.20961/ijpte.v4i1.41233.

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<p class="Abstract">This study was done during the reflection session at the end of the ‘Basics of Biology Learning’ lecture. In the lecture, the students learned about many types of learning methods and models. The study was carried out to strengthen the learning material. The research problem is related to pre-service teaching students’ confusion about choosing a learning method/model. The objective of this study is to obtain information from pre-service biology teachers’ perspectives about choosing a learning method and model within a biology lesson. Their preferences of learning methods and models was based on their reasoning. The subjects of this study were five biology pre-service teaching students who attended the lectures for one semester. The interview method was used in this study; interviews were based on one open-ended question to allow the teachers to express their personal viewpoint. The result showed that, as biology teachers, their preferred methods were the discussion method, scientifical model (inquiry and problem based learning) and cooperative learning. Based on the results, the teachers’ learning method and model preferences depended on their reasoning and the way the lecturer presented the material during the lecture. At the end of the lecture, as a conclusion, there was a reflection session to find out more about students’ perspective regarding their learning during the session.</p>

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Short, Fay, and Jesse Martin. "Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning." Psychology Teaching Review 17, no. 2 (2011): 71–82. http://dx.doi.org/10.53841/bpsptr.2011.17.2.71.

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Conventional lecture approaches view the process as a teacher–led method of imparting knowledge (‘presentation’ lecture), whereas modern theories suggest that the teaching methods employed should aim to inspire the student to learn rather than simply provide them with knowledge (‘performance’ lecture). The aim of the current research project was to compare the presentation lecture with the performance lecture by assessing student preferences and student learning. Comparisons within and across student cohorts revealed greater retention, understanding, and preference for the material covered in the performance lectures relative to the material covered in the presentation lectures. These findings suggest that Higher Education should aim to employ a greater use of the methods utilised in the performance lecture in order to enhance learning. Future research should focus on further exploring the relative effectiveness of each of these individual performance methods in order to establish the best possible approach to teaching in Higher Education.

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

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This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - oncampus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a postcoronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.

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Strizhnova, Mariana. "TEACHER EXCELLENCE IN THE LECTURES ON LINGUISTIC DISCIPLINES." АRS LINGUODIDACTICAE, no. 3 (2019): 50–57. http://dx.doi.org/10.17721/2663-0303.2019.3.07.

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Background: On the modern stage of development of excellence in lecturing, many innovative technologies and methods to perfect presentation skills of teachers are used. However, these methods are not always effective at teaching of the Humanities. This article considers ways to enhance teaching excellence in lecturing on Linguistics to Philology majors. Purpose: to systematize and describe alternative types of lectures for teaching linguistic disciplines. Discussion: The consideration of non-traditional types of lectures has enabled systematization of those which are effective for teaching linguistic disciplines. They include: problem-based lecture, lecture-conversation, binary lecture (two lecturers), lecture-visualisation, lecture with feedback and brainstorming. It is worthwhile to implement combined non-traditional lectures and interdisciplinary approach which will provide the blended learning with an emphasis on Science, the Humanities and general professional training. Results: The author offers tips on how to enhance the quality of lecture materials, manner of presentation and interaction with the audience. Additionally, some typical lecturer’s mistakes were also considered in the paper. teaching in the tertiary school; methods of teaching; non-traditional lectures; linguistic disciplines.

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RAUT, PRITISH KRISHNA, and Sachin Gupta. "Perspectives of Medical Students & Teachers Regarding the Use of Different Lecture Methods." International Journal of Clinical and Biomedical Research 4, no. 3 (July 31, 2018): 57–60. http://dx.doi.org/10.31878/ijcbr.2018.43.12.

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Background: Teaching methods used for lectures are mostly teacher-centered and not learner-centered. The method used for lectures is mainly determined by the teacher as per his/her convenience. The students are never asked about the lecture method which helps them in better learning. This can lead to poor understanding by students which in turn may hamper the learning process. Objectives: To find out the perspectives of students & teachers about the use of different lecture methods. Methodology: Views & opinions of 488 medical students & 47 medical teachers of a medical college about different types of teaching methods namely Traditional (chalk and board), over head projector and power point presentation were collected in an observational study with the help of separate questionnaires. Results: Most of the students (51.6%) prefer traditional method for the lectures, 54.9% have better understanding with traditional method (p<0.05), 61.5% students feel that they can concentrate more with traditional method (p<0.05) while 58% students feel that it is easy to note down important points with the help of Power point presentation (p<0.05). Large proportion of teachers (78.7%) prefer Power point presentation for classroom teaching, 76.6% teachers are willing to change to other method of classroom teaching if required, 80.5% teachers would like to have their performance monitored for self evaluation & self improvement. Overhead projector is neither preferred by students nor teacher as a teaching tool. Conclusion: A combination of traditional and power point presentation is preferred by the students for a better teaching-learning process.Keywords: Lecture, Chalk and talk, Powerpoint

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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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Dissertations / Theses on the topic "Lecture method in teaching"

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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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Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

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

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

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

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Colacci, John. "The effect of different types of feedback on quality of presentation /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66018.

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Kirkland, Debra K. (Debra Kay). "Enhancing the Effectiveness of the Lecture Method Through Narrative: the Development of a Model and Manual for Creating and Using Didactic Narratives." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500978/.

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Studies show that the use of narratives enhances the lecture method of teaching. The model and manual developed in this study focus on the needs of lecturers who require creative guidance in all aspects of creating and using didactic narratives. This study suggests that the subject content of a lecture has a deep structure that can be used to generate the surface structure of a didactic narrative. The model and manual are informed by theories and models from a variety of disciplines that have been adapted for analyzing subject content, transforming subject content structure into a parallel narrative structure, and integrating the narrative into lecture.

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Snowden, Kelly E. "Teacher Perceptions of the Flipped Classroom: Using Video Lectures Online to Replace Traditional In-class Lectures." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149663/.

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Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.

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Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.

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Pearcy, Agnes Goz Turner Philip M. "Finding the perfect blend a comparative study of online, face-to-face, and blended instruction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11015.

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Thomas, Christine C. "The effects of learning style and teaching methodology on achievement in an introductory database unit /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013036.

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Lillberg, Oliver, and Erik Kongpachith. "Online teaching methods effectiveness in students’ focus retention and lecture enjoyment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302796.

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Online teaching has become more common during the past decades as technological advancements provide new education possibilities. New technology also gives teachers new ways to conduct teaching. Today, there are many different teaching methods which can be utilized. Which teaching methods should be used in order to retain students’ focus during lectures? Which ones should be used to improve students’ enjoyment of lectures? This thesis studies these questions through an eye tracking experiment. Test subjects watched short lecture clips, each using a different teaching while being recorded using eye tracking. In addition, the test subjects answered a questionnaire regarding lecture enjoyment. Based from the results, it is found that focus during and enjoyment of online lectures seems to be mostly dictated by cognitive load. Teaching methods which use some sort of technique to reduce the amount of cognitive load are better at keeping students focused. Furthermore, students seem to enjoy teaching methods which uses a chalk board more.
Onlineundervisning har blivit mycket vanligare under det senaste decenniet tack vare teknologiska framsteg. Nya teknologier har också gett lärare nya sätt att undervisa. Idag finns det många olika undervisningsmetoder som kan användas. Men vilka undervisningsmetoder borde lärare använda för att hålla studenter koncentrerade under föreläsningar? Vilka metoder skall användas för att öka studenters föreläsningsglädje? Denna studie svarar på dessa frågor med ett ögonspårningsexperiment. Försökspersoner tittade på korta föreläsningsklipp som använde olika undervisningsmetoder medans deras ögonrörelser var inspelade med ögonspårning. Försökspersonerna svarade även på en enkät om föreläsningsglädje. Från resultatet framgick det att fokus och hur mycket de gillade att kolla på online föreläsningen påverkades mest av kognitiv belastning. Undervisningsmetoder som använder sig av tekniker som minskar den kognitiva belastningen var bättre i att hålla studenter fokuserade. Studenter verkade även visa större föreläsningsglädje för undervisningsmetoder som anväder svarta tavlan.

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Books on the topic "Lecture method in teaching"

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

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Gibbs, Graham. 53 interesting things to do in your lectures. 3rd ed. Bristol: Technical and Educational Services, 1988.

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Gibbs, Graham. 53 interesting things to do in your lectures. 2nd ed. Bristol: Technical & Educational Services, 1987.

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

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

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

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

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Sarosy, Peg. Lecture ready.: Strategies for academic listening, note-taking, and discussion. New York: Oxford University, 2007.

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Sarosy, Peg. Lecture ready: Strategies for academic listening, note-taking, and discussion. New York: Oxford University, 2007.

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Kolot, A. M., and T. V. Hutʹ. Audytorna robota vykladacha i studenta: Dosvid i napri︠a︡my vdoskonalenni︠a︡ : zbirnyk materialiv naukovo-metodychnoï konferent︠s︡iï 21 li︠u︡toho 2012 r. : u dvokh tomakh. Kyïv: Kyïvsʹkyĭ nat︠s︡ionalʹnyĭ ekonomichnyĭ universytet imeni Vadyma Hetʹmana, 2012.

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Book chapters on the topic "Lecture method in teaching"

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

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

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

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Perlman, Helen Harris. "The Lecture as a Method in Teaching Casework*." In National Institute Social Services Library, 98–114. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003200024-7.

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Wang, Honghui. "Efficient Teaching Scheme of Economics Courses Based on Teaching Method Reform." In Lecture Notes in Electrical Engineering, 519–24. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_63.

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Yuxiang, Song. "The Application of Subjective Teaching Method in Computer Programming Courses Teaching." In Lecture Notes in Electrical Engineering, 665–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_106.

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Yang, Hesong. "Analysis of Mathematics Teaching Method Mode Based on Multimedia Courseware Teaching." In Lecture Notes in Electrical Engineering, 1047–54. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4258-6_128.

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Wang, Junling, and Weiqing Liu. "English Listening Teaching Method Based on Multimedia." In Lecture Notes in Electrical Engineering, 337–42. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4796-1_43.

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Weiwei, Zhang, and Shang Weiyan. "Study on Task-Oriented Pilot Teaching Method." In Lecture Notes in Electrical Engineering, 385–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_61.

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An, Xiaoli, Qianqian Lin, Wu Fanbieke, YuLin Zhang, Bin Liu, and Wang Jizeng. "Evaluation on Application of Scene-Simulation Teaching Method in Oral Medicine Teaching." In Lecture Notes in Electrical Engineering, 1189–94. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_120.

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Conference papers on the topic "Lecture method in teaching"

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

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

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Pfennig, Anja. "The challenge of unprepared students in inverted classroom teaching scenarios." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17067.

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In higher education the more and more common teaching method “inverting classroom” comprises of 2 phases: the self-study phase prior to the course and second the in-class or online sessions where discussions take place and students work on projects, extended hands-on lectures or exercises in class. First year mechanical engineering students are offered different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Presence or online plenary lectures offer the opportunity to apply knowledge and transfer different scientific aspects of the course to get the bigger picture. However, there are always students unprepared causing huge diversity, irritating the lecturer and classmates and therefore threatening to imperil the desired learning outcome. This paper offers different practical experiences with no, little and sufficient success from 10 years of experience with teaching inverted.

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Martinovic, Martina, Silke Bustamante, and Kai Shaman. "Supporting the design of sustainability-related higher education: Pedagogical method mixes and their effectiveness drivers." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17311.

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This paper aims to investigate eight pedagogical methods that are discussed and used in the context of sustainability education (i.e. lectures, case studies, debates, group discussions, in-class role plays, consulting, research and service learning projects) in terms of their manifestations on nine so-called pedagogical impact variables suggested to drive teaching effectiveness. Manifestations were determined by means of a two-stage online Delphi survey conducted with experts from the field of sustainability education. Results reveal that all pedagogical methods except lecture have positive manifestations for all impact variables with variations in the degree and that a mixed picture is present for lectures. By showing in detail which method is suitable for what and how well, the results offer important insights that can assist with the design of teaching or, more concrete, the compilation of course method mixes.

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Chaturvedi, Ritu. "Improved Student Learning Experience in Large Programming Classes Using Pseudo-Flipped Method." In 8th International Conference on Software Engineering. Academy & Industry Research Collaboration, 2023. http://dx.doi.org/10.5121/csit.2023.131209.

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In an effort to improve student engagement in large programming classes, this study proposes a pseudo-flipped (PF) method of teaching that combines the core principles of two popular teaching methods, traditional and flipped (or inverted), thereby mitigating the drawbacks of these methods. In traditional teaching, class time is mostly used by instructors to teach a class using pre-prepared lecture slides and smartboards or similar alternatives, whereas students, mostly passively, listen to the lecture and take notes. In a purely flipped class, all resources traditionally taught in classroom are moved outside the classroom, either as text, video, audio, students are expected to read or view lectures before class, and the instructor uses class time in solving problems. In the proposed PF method, students are taught in a traditional way for half the allocated time. For the other half, students solve problems in class with the instructorÃ¢â‚¬â„¢s assistance. Similar to the flipped method, in PF, students learn concepts on their own outside the classroom using an interactive textbook. To fill gaps in their knowledge, instructors spend time teaching those core concepts in class by solving problems. PF promotes active learning by engaging students towards solving problems on learnt concepts. A survey is done in a programming class to find student opinion on how useful this pseudo-flipped method is on student engagement as opposed to traditional teaching. Both quantitative and qualitative analysis of the survey responses strongly favour the proposed method, with more than 70% of students in favour of it.

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Tulegenova, G. A., A. B. Sagynbazarova, and K. SH Urasgaliev. "A lecture together as an innovative method in teaching toxicological chemistry." In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-43.

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The article discusses the lecture method, together in the teaching of toxicological chemistry at the Department of Pharmaceutical Disciplines, which provides knowledge, the formation of skills and development of the students' value system, professional skills and competencies.

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Pfennig, Anja. "Design and manufacturing of a LIGHTBOARD - Combining the peer-to-peer idea with project based teaching." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16060.

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For lecturers in higher education it is a great challenge to involve students into critical thinking, carefully pondering solutions to mechanical engineering problems. Project based teaching gives the opportunity to gain both, higher learning outcome and self-reliant study skills. During fourth semester mechanical engineering a guided one semester project (180 hours workload, 6 ECTS) related to a complex real engineering problem focussing on customer demands and possible solutions. It comprised of the design and manufacturing of a lightboard – a “learning glass panel” consisting of a high quality optiglass panel which is surrounded by LED lights. As on regular whiteboards a lecture may be given and filmed directly writing on the 16:9 screen glass panel with flourescent pens – the lecturer always facing the audience. This lightboard project directly involves students in the production of a teaching device (peer-to-peer approach) and the teaching method is regarded beneficial in terms of students` learning outcome and self-reliance as well as engineering skills. However, the work load is very high and grading is insuffient. Therefore the method and the role of a lecturer as facilitator is discussed.

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Pfennig, Anja. "How flipped classroom teaching methods in first year studying succeed." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12792.

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Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.

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B. Moreira, Sandrina. "Active Learning in Practice: Students’ Perceptions in an Economics-Lecture Classroom." In 3rd International Scientific Conference Teaching Methods for Economics and Business Sciences. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-356-2.1.

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ASHIZAWA, Yusuke. "Examination of Active Learning Methods in Large Lecture Classes." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368360.

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Dabal, Joanna. "LECTURE, WORKSHOPS OR KEYWORDS METHOD. REMARKS ON POST-MEDIEVAL ARCHAEOLOGY TEACHING AT UNIVERSITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0601.

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Reports on the topic "Lecture method in teaching"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

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Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, January 2008. http://dx.doi.org/10.31274/cc-20240624-14.

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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Buurman, Gary B., and Stuart Birks. An Interactive Group Teaching Method to Convey Economic Concepts. Bristol, UK: The Economics Network, August 2002. http://dx.doi.org/10.53593/n159a.

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Philpot, J. N. Lecture Utilized as the Primary Method of Instruction in the Marine Corps. Fort Belvoir, VA: Defense Technical Information Center, February 2009. http://dx.doi.org/10.21236/ada509952.

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Murphy, Robert. Educating U.S. Senior Military Leaders: Case Method Teaching in Action. Fort Belvoir, VA: Defense Technical Information Center, July 1998. http://dx.doi.org/10.21236/ada430525.

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