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1
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 (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 (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 (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 (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 (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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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 (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&lt;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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Sulaiman, Noor Adwa, Suhaily Shahimi, and Zarina Zakaria. "Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills." Asian Journal of Accounting Perspectives 14, no. 2 (2021): 67–92. http://dx.doi.org/10.22452/ajap.vol14no2.4.
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Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.
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Lee, Min Seok. "Discovering the Leisure Characteristics of eSports and Exploring the Possibilities and Limitations of eSports Academization through Autoethnography on the Experience of Teaching Introduction of eSports." Korean Society for Leisure Sciences 13, no. 1 (2022): 23–33. http://dx.doi.org/10.37408/kjls.2022.13.1.23.
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This study was conducted to explore the possibilities and limitations of e-sports academization as judged by lecturers in the e-sports industry related theory classes at universities through the autoethnography method. The research results and conclusions revealed through this study can be presented as follows. As an e-sports lecturer, I discovered the following three possibilities of e-sports academization through my introduction of e-sports lectures. First, the necessity of university lectures related to e-sports was confirmed through the responses received before and after the lecture. Second, the possibility of e-sports academization was discovered through positive lecture evaluation and feedback. Third, the leisure characteristics of e-sports were confirmed. Fourth, additional lecture topics derived from e-sports were identified. As a lecturer, I discovered the limitations and difficulties of e-sports academization for the following reasons. First, the limitations of class design due to insufficient academic foundation. Second, negative social views on e-sports itself. The results of this study can help design lectures by providing my experiences to lecturers who want to give theoretical lectures through e-sports in the future.
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ANJUM, AFTAB, RIZWAN SAEED, and MUHAMMAD ASLAM BAJWA. "EFFECTIVE LECTURE DELIVERY;." Professional Medical Journal 19, no. 06 (2012): 827–36. http://dx.doi.org/10.29309/tpmj/2012.19.06.2452.
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Objectives: To assess the perceptions of medical students regarding characteristics of effective delivery of lectures. To makesuggestions to promote active listening during lecture. To give recommendations regarding organization of lecture. Data Source: Primary datacollected by administration of Structured Questionnaire. Design of study: Descriptive Cross-sectional. Setting: University Medical College,University of Lahore. Period: August to September 2011. Materials and methods: The study population comprised of 580 students studyingat University Medical College of University of Lahore. The study sample was comprised of 123 students, 63 male and 62 female. The samplewas determined by using non-probability convenience sampling technique. The study variables included socio-economic demographic andcharacteristic related to teaching skills and delivery of lectures. Results: The most important effective lecture delivery characteristics noted bythe respondents of this study in order of were prior knowledge of the topic (87.8%), subject knowledge (82.9%), basic lecturing skills (77.2%),organization of the lecture (76.5%) and clarity (74%) of the lecturer regarding the underlying concepts. Majority of respondents reported theonset of boredom 20 minutes after the beginning of the lecture (37.4%) and during last 20 minutes (41.5%) in a lecture spanning over 60minutes. The majority of respondents (78%) felt that they are motivated by the lecture. Conclusions: The most frequent characteristic requiredfor effective teaching was prior knowledge of topic by students before the delivery. This study concludes promoting the friendly atmosphereduring the delivery of the lecture.
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Cai, Yu, Yuanyuan Jia, Siqi Wang, et al. "Teaching Effect of Online Live Broadcasting with Screen Sharing and PowerPoint Recording and Broadcasting on Medical Students’ Learning of Obstetrics and Gynecology." Journal of Contemporary Educational Research 6, no. 5 (2022): 115–21. http://dx.doi.org/10.26689/jcer.v6i5.4016.
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Objective: During the prevention and control of the outbreak of the new coronavirus, an upsurge of online teaching was set off in various teaching institutions. There is a relatively new online teaching method that has stood out, namely the screen sharing method. The purpose of this study was to compare the effectiveness of live broadcasting and PowerPoint recorded lectures in terms of medical students’ mastery of knowledge. Methods: The study was carried out among medical students of class 1806 from the First Affiliated Hospital of Xi’an Medical University who were in their clinical years. The students were randomly divided into two groups, in which 15 students were enrolled in the live broadcast lecture group, while 13 were in the PowerPoint recorded lecture group. Each group underwent two weeks of teaching in obstetrics and gynecology. After the second week of the course, a knowledge post-test and satisfaction survey were carried out, and the same test paper was used again 14 days after the previous test. The knowledge post-test and satisfaction survey were carried out using the Dingding intelligent form. Results: With regard to the post-test knowledge, the scores of the students under the two teaching methods were high, indicating that the learning effects from the two methods are similar (p > 0.05). In terms of satisfaction, students showed more acceptance to screen sharing lectures (p < 0.01). Conclusion: In small-scale online teaching, live lecture with screen sharing is a better and more effective teaching method, and students are more likely to accept this teaching method.
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Zulika Hapsari, Famela Meilidia, Maria Ulfah, and Yusawinur Barella. "PERSEPSI MAHASISWA TENTANG PEMBELAJARAN ONLINE DI MASA PANDEMI COVID-19." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 1 (2022): 121. http://dx.doi.org/10.26418/j-psh.v13i1.52986.
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This study aimed to gather the perception of students regarding online learning during the COVID-19 pandemic, on the aspect of the existence of teaching lecturers and interactions between lecturers and students. This study used a qualitative descriptive research method. The sources of data were observation data, students' interview results, and documentation of online lecture activities. The results showed that the existence of teaching lecturers in online learning was going well. This was proven by the lecturer providing planning of teaching materials according to the learning objectives but not providing the lecture syllabus, explaining the lecture contract to students at the beginning of the lecture, and providing the lecture schedule which was carried out by the lecturer being present on time. The results of research on the interaction between lecturers and students showed positive results. However, there were also things that needed to be improved, such as the internet network.
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Pamugari, Alpina, Yosefa Putri Tanjungsari, Ari Artadi, and Hari Setiawan. "The Development of Japan History Teaching Materials With ADDIE Method." IZUMI 9, no. 2 (2020): 200–208. http://dx.doi.org/10.14710/izumi.9.2.200-208.
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Japanese history course is one of the primary supporting knowledge for Japanese language and culture learners to understand Japan as a whole. Therefore, the Japanese Language and Culture department at Darma Persada University, providing a Nihon no Rekishi (Japan History) lecture using Japanese language textbooks of Japan History. However, based on the results of the evaluation using a questionnaire, Japanese language modules that our campus had now does not give a positive impact on student understanding. Based on this, our goal is to make Japanese History module with developing lecture materials. The development of teaching materials in the form of this module is a Research and Development (R&D) research, based on the ADDIE (Analyse, Design, Development, Implementation, Evaluation) method. First, the results of the analyse phase is improvement needed in order to be able to present knowledge that is not only useful and actual but also encourages students to think critically about Japan history. Second, the results at the design stage, a teaching module is prepared, which contains balanced explanations with pictures or mini videos. They can question about pictures or figures or events that have multiple perspectives for discussed with teacher in lectures. Third, in the development stage, based on the results of analysing and design stages with consultations from leading universities in Japan experts found that at the development stage, have the results that the implementation and evaluation contents of the module are a simplification of reference literature materials, and provide several perspectives on figures and events in Japanese history.
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Miya, Yusuf Yahaya, and Anas Yusuf. "Comparing Lecture and Discussion Methods: Assessment of Perception of Medical Laboratory Science Students at Sultan Abdurrahman School of Health Technology Gwadabawa, Nigeria." International Journal of Humanities, Education, and Social Sciences 2, no. 1 (2024): 48–56. http://dx.doi.org/10.58578/ijhess.v2i1.2561.
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Medical Laboratory Science skilled workers are needed at hospital and other settings more than ever. These workers are produced by schools through teaching and learning. Medical Laboratory scholars are on many occasions involved in training and teaching. Nevertheless, nowadays teaching is been centered towards the views of learners, thus the aim of those study was to compare lecture and discussion teaching methods among students at Medical Laboratory Science Department at Sultan Abdurrahman School of Health Technology Gwadabawa with a view to select better learning method. A survey of 60 participants using a semi-structured questionnaire was done and descriptive statistics aided the analysis. Best teaching method selected by the respondents was the lecture method (100.0%); while none of them (0.0%) submitted discussion method as the method they want in learning Medical Laboratory Science. Advantages or reasons for choosing lecture method than the discussion method as submitted by the respondents are stated. The most frequently stated was "Less cost (30.0%)" then, " No tedious efforts from students in understanding lectures (26.7%)" "Give room for more research (16.7%)," " No anxiety (13.3%), " "Give room for rehearsal (8.3%)" and " Teacher give important points (5.0%)". The disadvantages of discussion (presentation) method are: Some students are in anxiety (33.3%), time consuming (25.0%), students may have limited knowledge (20.0%), students spend more money (16.7%), and some students may easily not contribute (5.0%). Thus, lectures are suitable and better ways of making Medical Laboratory Science students that will become technicians and relations.
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Jurnal, Redaksi Tim. "PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS TUTORIAL BAGI MAHASISWA TEKNIK MESIN STT PLN." Power Plant 5, no. 1 (2018): 56–63. http://dx.doi.org/10.33322/powerplant.v5i1.111.
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Tutorial method is a way of delivering learning materials that have been developed in the form of modules for students to learn independently. Students can consult about the problems and progress encountered periodically. Many limitations teacher, in choosing the right method of teaching cause lecturer difficult to realize the demands of the students in this teach. Acceleration we can see at universities around us, still very much a lecturer who uses teaching methods in a conventional way, such as lectures, notes, summarizes and etc. Research aims to determine the effectiveness of the use of the tutorial method of teaching in the department of mechanical engineering. This study uses research and development (Research and Development), the stage of preliminary studies carried out by applying a qualitative descriptive approach. The development phase is done by trial limited to the conventional model of teaching faculty by applying experimental methods (Single One Shot Case Study) After no improvement on the limited test then continued with a broader test of the experimental method in the form of groups (one group pretest-posttest). The latter is a tutorial teaching model validation methods eksprimen. The result of research shows that tutorial teaching methods more effective than the old teaching methods, both on the speed aspect of students' understanding of the lecture material, creativity, and student results.
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Parvin, Rukhsana, Md Nazmul Haque, Naser Ahmed, et al. "Is Audio Visual Method Better than Traditional for Medical Students? - A Better Survey Report." Bangladesh Journal of Medicine 21, no. 2 (2013): 60–64. http://dx.doi.org/10.3329/bjmed.v21i2.13612.
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Objectives: Different teaching aids are advocated in the medical colleges for delivery of lectures such as power point presentation, blackboard, transparency sheet, overhead projectors, extempore and lecture sheets .The aim of our study was to compare the more acceptable teaching methods between the students of Dhaka Medical College and Enam Medical College. Materials and Methods: Total one hundred students were selected from fourth year in each medical college. They were asked to fill in a fourteen item questionnaire about their perception of five lecture delivery methods. Questionnaire was properly explained. The results were analyzed separately to find out any differences between preferences of teaching methods in both medical colleges. Results: In DMC 50% students preferred traditional blackboard method ,25% PowerPoint presentations, 5% both blackboard and PowerPoint, 16% extempore and 4% lecture sheet .On the other hand, in EMC, 53% mentioned PowerPoint presentation as most acceptable, 38% blackboard, 5% combined blackboard and PowerPoint and 4% extempore. Some important comments were recorded which could be valuable for the medical teachers. Conclusion: The study showed that students of DMC clearly prefer traditional blackboard method rather than other teaching aids, whereas students of EMC prefer PowerPoint presentation. The study does not bring out any evidence based superiority of any lecture delivery method. It appears that any teaching aid can be appropriate and effective if the teachers are properly trained. This highlights the need for formal training in teaching technologies for good presentation and thus motivate the students. DOI: http://dx.doi.org/10.3329/bjmed.v21i2.13612 Bangladesh J Medicine 2010; 21: 60-64
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Sirdesai, Nivedita, Chhaya Saraf, and Shubhada Gade. "Paradigm shift in teaching-learning from classroom to virtual mode – Challenges and opportunities." Journal of Education Technology in Health Sciences 8, no. 3 (2022): 117–21. http://dx.doi.org/10.18231/j.jeths.2021.023.
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Since the unprecedented declaration of lockdown there has been a paradigm shift in medical education from chalk and board to virtual mode imposing both challenges and opportunities to faculty and students alike. As guest lecture is an innovative way of pedagogy we addressed them through an online talk to analyse the preferences towards sudden change in medical education. Students and faculty were addressed about the paradigm shift in teaching learning methods through an online guest lecture and the attendees answered a feedback questionnaire on different Teaching Learning methods. Based on responses to the questions results were plotted in Microsoft Excel and completed questionnaires were analyzed for statistics. : 90% of students and 100% of faculty found online guest lecture interesting and opined positively about having more online lectures in academic year. As far as teaching learning method is concerned both faculty and as students preferred offline/ traditional/ classroom teaching. : Online guest lecture offers more opportunities than challenges for both faculty and students. Arranging online guest lectures is economical, cost effective, has ease of attending from place of convenience provided robust internet connection is ensured, eliminates travel time as well as reduces the programme budget. Hence more number of virtual guest lectures can be arranged in an academic year for benefit of medical undergraduates. It is a novel platform for student teacher interaction and arrangement of more and more online guest lectures from eminent speakers excelling in various superspecialities should be encouraged.
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McGechan, R. O. "The Case Method of Teaching Law." Victoria University of Wellington Law Review 30, no. 2 (1999): 405–12. http://dx.doi.org/10.26686/vuwlr.v30i2.5997.
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This article discusses the case method teaching to be applied at the law school at Victoria University College (now Victoria University of Wellington). The case method involves the student finding the law for themselves from the sources, whereas the lecture method involves the student learning the law directly from the lecturer. In the first half of the paper, Professor McGechan argues that the case method is the most effective method of training lawyers, as well as a form of university education. The author argues that the case method is an active process which encourages active student development by promoting critical thinking. In the second half of the paper, the author outlines how the case method is to be applied at Victoria University College. The author ultimately concludes that the case method is a solid method of both university and professional training.
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Fujisawa, Aya. "A Study on Lecture Method about "Teaching Method of Moral Class" in Teaching Course "Method of Teaching Morals": Lecture Type or Participatory Type?" Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): PP—012—PP—012. http://dx.doi.org/10.4992/pacjpa.84.0_pp-012.
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Harris, Richard, Birtill Pam Blundell–, Sutherland Ed, and Pownall Madeleine. "Students’ perceptions of online lecture delivery: An empirical mixed-methods investigation." Psychology Teaching Review 27, no. 1 (2021): 69–78. http://dx.doi.org/10.53841/bpsptr.2021.27.1.69.
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As the Covid-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020–2021 academic year. The debate surrounding the pedagogic utility of pre-recorded ‘asynchronous’ versus live ‘synchronous’ lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities.
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Chitapure, Faizan, and Mukesh Hindoliya. "Attitude of medical students towards the use of audio visual aids during didactic lectures in Pharmacology in Gandhi Medical College, Bhopal, India." International Journal of Basic & Clinical Pharmacology 8, no. 7 (2019): 1640. http://dx.doi.org/10.18203/2319-2003.ijbcp20192664.
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Background: Students favthisteaching methods employing combination of audio visual aids and blackboard teaching over didactic lectures not using these aids. Different methods of lecture are-blackboard teaching, power point presentations (PPT) and mix of aids. This study was primarily done to know the students’ attitude and preferences regarding the lectures using PowerPoint (PPT) presentations and the traditional ‘black-board teaching’ method with an aim to improve the quality of didactic lectures in pharmacology by their appropriate use in further teaching – learning process, with an aim to improve their use in didactic lectures.Methods: A questionnaire-based observational study (annexure-1) observational study was conducted among all the medical students of 4th semester MBBS attending theory classes in the department of Pharmacology in Gandhi Medical College, Bhopal.Results: In this study, as a whole Majority 68 % (42 students) of students preferred mix of aids as teaching method over blackboard and power point. Sixty two students participated in the study out of which 58% (36) were male and students 42% (26) were female. Students told that the lectures using mix of aids were well organized and the lecture contents were well informative. As far as matter of suggestions is concerned 46 (74.2 %) students gave suggestions to improve teaching methods. As compared to blackboard the lectures taken on PowerPoint were clearly visible and well audible to all the students of the classroom..Conclusions: This study demonstrates that lectures delivered by using a mixture of audio visual aids are more appreciated by the students over blackboard teaching and power-point teaching individually. For further improving their lectures, if possible teachers should plan to implement feasible student suggestions by using a combination of audio visual aids.
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Shahi, Mandira, Megh Raj Banjara, Jeny Kayastha, Amrita Chaulagain, Suni Pradhan, and Rikesh Pradhan. "Effectiveness of Teaching Methods : Comparative Outcomes." Journal of Ayurveda Campus 1, no. 1 (2020): 16–25. http://dx.doi.org/10.51648/jac.4.
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Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students.
 Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS.
 Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge.
 Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.
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Sahu, Suchanda, and Joseph John. "To play or pause: Video-based or conventional lectures in medical classrooms." Indian Journal of Physiology and Pharmacology 65 (June 2, 2021): 55–59. http://dx.doi.org/10.25259/ijpp_18_2020.
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Objectives: Medical knowledge has increased by leaps and bounds over the past century, but our teaching-learning methods remain archaic, lecturing being one of the oldest. This study was conducted to assess the change in knowledge following a conventional lecture and that following a video-based lecture using a medical television (TV) serial. Material and Methods: The students were divided into two groups based on their registration numbers. To one group, a video-based lecture using appropriate clips from a medical TV serial was administered while the other group was taught the same topic using conventional teaching-learning method of a lecture. A pre-test and a post-test were conducted and the change in the results compared. Results: The mean pre-test scores were higher in the successively senior batches of students as compared to the junior batches in both groups. The post-test scores were significantly higher in both the conventional lecture and the video group. Surprisingly, the mean post-test scores in the conventional lecture group were significantly higher than that of video-based lecture group. Students preferred the video-based lecture more than the conventional lecture. Conclusion: Both teaching learning methods have their own advantages. The conventional lecture uses an outcome-oriented session while the video-based sessions do not. The soft skills like breaking bad news, doctor patient communication skills etc which we never teach in conventional lectures can be learnt using these video-based sessions. Thus, we need a blended approach here as well, utilising the strengths of each of the teaching learning methods so that our students can achieve the laid down competencies.
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Satheesha, Nayak B., S. N. Somayaji, and K. Ramnarayan. "BLUNDER LECTURE–AN INNOVATIVE METHOD OF TEACHING." Advances in Physiology Education 29, no. 2 (2005): 130–31. http://dx.doi.org/10.1152/advan.00058.2004.
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Krupey, Kristina, Nataliia Polishchuk, and Nataliya Kolicheva. "MODERNIZATION OF TRADITIONAL METHODS FOR TEACHING LECTURES ON MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY IN THE FRAMEWORK OF DISTANCE LEARNING." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 102–5. http://dx.doi.org/10.36550/2415-7988-2020-1-191-102-105.
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The authors have taken into account the experience of research and teaching at the Department of Microbiology, Virology and Immunology of Zaporizhia State Medical University, to formulate the basic principles for creating high quality video lectures for medical students, aiming to produce informative, structured and consistent lecture material. Depending on the format of the video lecture, the graphic material can be introduced as a presentation with screenshots (for example, in Microsoft Office 365, FastStone Capture, OBS Studio, etc.) or as a lecture recording with subsequent editing of materials and inclusion of certain fragments (illustrations, diagrams) etc. The latter option requires skills in video editing (Sony Vegas Pro, Adobe Premiere Pro, etc.). Mastering the basic skills of working with these programs allows you to maximize the visualization of the material covered by the lecture, which significantly increases the efficiency of learning for the medical students. As part of distance learning, the authors suggested the idea of recording individual fragments of video lectures, where the lecturer explains the specialized material in a logical sequence. The paper also provides recommendations for stimulating the attention of listeners while watching video lectures and presents several methods of activating students' thinking processes. Among other things, discussion questions at the end of the lecture allow to activate students' thinking processes, integrate and analyze the lecture material. Students give the answers to these questions in the comments to the video, analyze the answers of other participants and present their own opinions on the topic of discussion, which promotes the development of critical thinking and group work skills. You can control the listeners' attention and intensify the audience by switching the audience's attention with emotional pauses and unexpected examples, or by asking questions that challenge the voiced material. The perspective for further development is the creation of video fragments for practical classes for students by demonstrating laboratory experiments conducted by a teacher in a specially equipped microbiological laboratory.
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Alabi, Amos Oyetunde. "Management and Control of Classroom for Effective Teaching-Learning Process in Tertiary Institutions: Policy Implications." Journal of Studies in Education 9, no. 4 (2019): 87. http://dx.doi.org/10.5296/jse.v9i4.15742.
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The paper examines the importance of management and control of the classroom for effective teaching-learning process in tertiary institutions. Classroom or lecture room is one of the most important facilities in tertiary institutions being the pedagogical home of instruction. Lecture room may be physical as in the case of a four-wall room and it may be abstract as in the case of on-line teaching.Classroom management and control are affected by psychosocial, physical and teaching methods. Each of those factors plays a very significant role in the management and control of class/lecture room for effective teaching-learning process. Each of them can make or mar the teaching-learning process depending on how the lecturer understands and handles them.The paper, however, recommends some steps to be taken by lecturers to manage and control the classroom for effective teaching-learning process. Some of these are; the teacher being a model to the students should endeavour to know the students very well and by names, build good, cordial and lively relationship with the learners helps students to develop positive confidence in themselves, prepare well for the lectures, create conducive learning atmosphere in the lecture room and set some rules, among others.The paper considers some policy implications of management and control of the classroom for effective teaching and learning processes on the proprietor, management, staff and students in a tertiary institution.
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Tur, O., and L. Derevyanko. "Interactive Lecture as a Method of Teaching in Professional Training of Future Specialists in Information, Library and Archival Affairs." Visnyk of Kharkiv State Academy of Culture, no. 61 (June 29, 2022): 72–80. http://dx.doi.org/10.31516/2410-5333.061.07.
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Problem statement. An important condition for the effective training of future specialists in information, library and archival affairs is the use of interactive didactic methods during classes. One of the common methods is the lecture method, which today should acquire the features of an interactive lecture, and its use should ensure the quality of professional and communicative competence of future professionals in the information and library field as an integral part of their professionalism. The proposed study is relevant because the interactive lecture is able to increase students’ motivation to learn, comprehensively contributes to solving the problem of improving the quality of their training, and further competitiveness in the modern labor market.
 The methodology of this study includes methods of analysis (study of documentary information — educational program, curricula; educational and methodological complexes of disciplines), selection (study of the problem in terms of individual disciplines), systematization (bringing the results into a certain system).
 The result of this study is to determine the importance of using different types of interactive lectures (lectures with planned mistakes, lectures-conferences, lectures-excursions) in the training of future professionals in information, library and archival affairs and provide practical advice to teachers.
 The scientific novelty of the study is that for the first time the use of the method of interactive lecture in the lessons of professional training of future specialists in information, library and archival affairs has been studied and described. It is offered to apply for formation of professional and communicative competence of the specified expert lectures with the planned mistakes, lectures-conferences, lectures-excursions. Specific recommendations were given to teachers on conducting these types of interactive lectures, the results were summarized and brought into a single system.
 The practical significance of the article is that its results can be used in further research on the selected topic. At the same time, the scientific results of this study can serve as material in the process of improving the educational and professional program of the specialty.
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Sokolova, Iryna, Olena Strelchenko, Inna Kozynska, Sofiia Seleznova, and Olexandr Kozynskyi. "INTERACTIVE LECTURES IN MEDICAL UNIVERSITY: ACTUAL MEANINGS AND CLINICAL PRACTICE." Continuing Professional Education: Theory and Practice, no. 3 (2021): 89–98. http://dx.doi.org/10.28925/1609-8595.2021.3.9.
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The authors of the article offer their understanding of the actual meanings of interactive lectures as the important component of the cloud-oriented learning environment of the medical university. We use different research methods for data collection: analysis and generalization of scientific sources to substantiate the theoretical research platform; modeling and research teaching method to determine the components of a lecture and clarify the conditions for conducting interactive lectures; sociometric analysis of the effectiveness of interaction within a small group to assess learning outcomes in different lecture formats. Two lecture formats (with elements of interactive media and interactive) while teaching of clinical disciplines in Donetsk National Medical University is described. The organizational and didactic conditions for conducting interactive lectures on clinical disciplines have been determined and characterized. The organizational conditions include educational resources and active elements of the Moodle educational platform: flexible & functional design of an interactive lecture; cognitive and motivational criteria of the effectiveness of an interactive lecture. It is concluded, that didactic principles of teaching (scientificity, the continuity of obtaining scientific knowledge and the formation of clinical experience, students’ activity and cognitive creative independence, interactivity) ensure the effectiveness of interactive lectures. It has been proven that inquiry-based learning and evidence-based medicine principles enhance the conversion of passive presentation of educational material into communication practices aimed at the development of clinical thinking in students. The authors came to the conclusion that tutoring provides the creation of an individual educational trajectory, contributes to the formation of social skills and professional reflection in the future neurologist.
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Lee, Eun-sang. "The Case of an Online Hands-on Class based on Video Lecture Content." Korean Association of Practical Arts Education 35, no. 2 (2022): 107–27. http://dx.doi.org/10.24062/kpae.2022.35.2.107.
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The purpose of this study is to present the case of an online practice class applying video lecture content. For this purpose, the researcher designed a hands-on class on the topic of “making an electric car” for pre-service teachers. In order to produce video lecture content, various teaching and learning materials such as a website for teaching, demonstration videos, and class materials were prepared in advance. Based on these, a total of four video lectures were produced on the topics of “Introduction of theories related to electric car manufacturing activity,” “Electric car manufacturing process,” and “Solving engineering problems related to electric car activity.” The “modified CORDTRA analysis method” was used to examine the resulting video lecture content. The analysis result was presented as a CORDTRA diagram, which revealed the content covered by the video lectures. This study can be used as a precedent for assessing examples of online practice classes. In addition, the “modified CORDTRA analysis method” presented in this study can be utilized as a new method to analyze video lectures.
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Маторина, Наталья. "Урізноманітнення лекцій з історії зарубіжної літератури у закладах вищої освіти педагогічного спрямування (на матеріалі творчості Бруно Шульца)". Dydaktyka Polonistyczna 17, № 8 (2022): 146–60. http://dx.doi.org/10.15584/dyd.pol.17.2022.14.
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In this scientific study, the experience acquired at the Philological Faculty of Donbas State Pedagogical University (Sloviansk, Ukraine) in the diversification of lectures on History of Foreign Literature based on the material of the creative work of one of the most original Polish writers of the 20th century, Bruno Schulz, is discussed. The author of the paper has proposed and characterized the following forms of diversification of lectures on Foreign Literature in institutions of higher education: prospective and anticipatory cognitive tasks of the lecture, among which tasks of a biographical or literary nature are distinguished; multifaceted independent home pre-lecture studies, in particular of a creative nature; registration and organization of the lecture passport; innovative book lecture exhibitions; “translation laboratory” as a structural component of the lecture; graphic organizers; online tours as fragments of a lecture; speeches of higher education applicants in the role of a lecturer; reception of “mirror audience”; musical accompaniment of individual parts of the lecture, etc. All these (and not only) forms, techniques / methods of organizing university lectures are characterized in detail in the applied aspect: numerous options for diversifying lectures on History of Foreign Literature on the basis of the study of the biography and creative heritage of the original and extraordinary Bruno Schulz, a talented and mysterious Galician writer of the first half of the 20th century. Each lecturer’s creation of his/her teaching system is a continuous process that never ends. The lecturer must listen to himself/herself, his/her intuition and mood, which tells him/her about the effectiveness of certain forms, techniques/methods of organizing lecture classes, because he/she has an orientation towards training specialists of the new generation, capable of active professional life under the conditions of innovative development of modern Ukrainian society.
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Djudin, Tomo. "The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (2018): 121. http://dx.doi.org/10.26737/jetl.v3i1.322.
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<p>This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings of this research are: (1) There is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05) in terms of lecture method and direct instruction model. The students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) There is a significant main effect of the lecture program on the rate of student satisfaction (F= 30.346, p ‹ 0.05) and on students academic achievement (F= 15.646, p ‹ 0.05); (3) There is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (F= 0.753, p › 0.05) and academic achievement (F= 0.326, p › 0.05). It recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically.</p><em></em>
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Irshad, Aamna, and Irshad Ullah. "Concept Formation Teaching Model: An Innovation in Teaching." GATR Journal of Management and Marketing Review (JMMR) Vol.2(1) Jan-Mar 2017 2, no. 1 (2017): 33–37. http://dx.doi.org/10.35609/jmmr.2017.2.1(5).
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Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings – The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty - The study proves that this model is better than lecture method for strengthening Chemistry concepts. Type of Paper - Empirical Keywords: Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. JEL Classification: P46, I21, O31.
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Sinaga, Angga Mahyuda, Zefanya Adriani Fitura Sirait, and Damayanti Nababan. "The Effect of Expository Learning Strategies on Student Responses in PAK Learning." Indonesian Journal of Advanced Research 2, no. 4 (2023): 221–26. http://dx.doi.org/10.55927/ijar.v2i4.3628.
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Teaching strategy is one of the elements that must be understood by a teacher. Learning strategies are developed according to a certain approach. Learning strategies consist of all academic components and procedures that help students achieve certain learning goals. Teaching strategies can also be interpreted as models of teaching activities that are chosen and used by teachers depending on the characteristics of students, school conditions, the environment and the specific learning objectives that are formulated. In the world of education, a teacher must have used an expository strategy, especially an PAK teacher who used an expository learning strategy in the lecture method delivered to students. Moreover, this strategy uses the lecture method, such as for example how to teach Jesus who uses the lecture method, where his sermon is written in Matthew 5-7. The expository strategy is very effectively used in PAK learning because PAK learning contains many elements of religious history which the teacher conveys to students in the form of lectures.
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Muhsan, Ali Samer, and Thar M. Badri Albarody. "MICROLECTURE/LAB HYBRID CLASS FOR BRIDGING THE GAP BETWEEN THEORIES AND APPLICATIONS IN TEACHING ENGINEERING SUBJECTS." Platform : A Journal of Engineering 3, no. 1 (2019): 65. http://dx.doi.org/10.61762/pajevol3iss1art4626.
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There is a paradigm shift taking place in the academy, in which the focus is moving from faculty, their teaching to learners and their learning. Efforts to improve the learner’s learning include a variety of innovative pedagogical approaches (such as first-year design courses, cooperative learning, problem base learning, technology-enhanced education, and distance learning). As engineering educators are leading the way in many of these areas, it is also important to recognize the role of learners in this transformation process. Most engineering lecturers who teach engineering mechanics, especially Statics and Dynamics are used to teach this subject in a theoretical manner. This research suggests a teaching method that could reduce or eliminate the gap between theories and applications in teaching engineering mechanical subjects through achieving a lecture/lab hybrid classroom environment where a portable lab illustration along with micro lecture method is implemented for learners’ engagement (learners-centered learning) and better teaching technique that covers both the visual/practical and the auditory/theory learning styles. In the micro lecture, the lecturer is available for learners at home through videos or internet-based lectures and class time is used to complete assignments by moving the instruction to the homework to the class. Learners are given more ‘one-on-one’ time with their lecturer to work their assignments and the role of the academic staff changes from a lecturer to an instructor. During class time, the portable lab toolkits are used to illustrate the main concepts of the given subject further. The instructor asks the learners to start an experiment by discussing with their peers and make a prediction of the outcome of that experiment. Thus, the learners’ preconceptions relevant to the phenomenon are studied. Secondly, learners perform the experiment and are asked to compare the outcome and prediction. If the outcome and prediction did not match, they would have to reflect on their observations.
 Keywords: Portable lab, Flipped classroom, Technology-enhanced education, Problem based learning, Cooperative learning
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Pulatova, Manzura Iskhakovna, and Zilola Khamroeva. "TEACHING ME CHING METHODS A THODS AT OPTION T OPTIONAL MATHEMATICS." Scientific Reports of Bukhara State University 4, no. 5 (2020): 280–86. http://dx.doi.org/10.52297/2181-1466/2020/4/5/12.
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Background. The article discusses the problems of introducing optional classes into the secondary school — a fundamentally new mass form of education, examines the methods and techniques of teaching and their appropriate use in optional classes. It is necessary to take into account the fact that the choice of students in elective classes is based on the principle of voluntariness. Methods. The article expresses the importance of focusing mathematical electives on the development of teaching methods for topics and sections of mathematics that are included in high school programs. Results. 1. It should be noted that the students of mathematical electives themselves prefer creative forms and methods of teaching and strive not to be passive listeners. 2. Characterizing the whole complex of teaching methods used in elective classes in mathematics, it should be noted that in the proper sense of the word teaching methods are used here the same as in teaching the basic course of mathematics. 3. In the general course of mathematics, the teaching method is used only fragmentarily, the essence of which lies in the independent disclosure of new content by students with the unobtrusive help of the teacher. Conclusion. What is described in this article should not be understood as a decisive rejection of lectures in general. On the contrary, under certain conditions, a lecture method of presentation (say, a survey lecture on a complex problem) can be useful.
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Walters, Marian R. "PROBLEM-BASED LEARNING WITHIN ENDOCRINE PHYSIOLOGY LECTURES." Advances in Physiology Education 25, no. 4 (2001): 225–27. http://dx.doi.org/10.1152/advances.2001.25.4.225.
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Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.
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Zeinullayeva, I., N. Kerimbayev, N. Beissov, and М. Azybaev. "ESTABLISHING A VIRTUAL FEEDBACK WITH STUDENTS DURING THE LECTURE." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (2020): 345–51. http://dx.doi.org/10.51889/2020-1.1728-7901.61.
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Since the main form of teaching in higher education is a lecture, the main didactic goal of the lecture is to form the necessary basis for teaching students teaching materials. The most vulnerable aspect of traditional education is the students' indifference to the one-sided high activity of the teacher. For this reason, the number of lecture types has recently increased. Lectures using feedback methods are one way to energize students. One of the ways to effectively use information technology is to provide virtual feedback to students during lectures. In this work, an experiment was carried out using a virtual feedback tool. The importance of virtual feedback is emphasized and practical examples are given
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Wijaya, I. Gusti Ngurah Satria. "FAKTOR-FAKTOR YANG BERPENGARUH TERHADAP MOTIVASI BELAJAR MAHASISWA DI STMIK STIKOM BALI." Jurnal Santiaji Pendidikan (JSP) 8, no. 2 (2019): 133–41. http://dx.doi.org/10.36733/jsp.v8i2.171.
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In teaching and learning activities the role of motivation is very necessary. The low motivation of student learning is often thought to be the cause of the low quality of graduates of a college. This causes in some private universities, learning motivation factors get special attention. Based on the above background, the authors conducted a study that aims to examine the factors that affect student learning motivation in STIMIK Stikom Bali. The data used in this study is the primary data derived from the filling questionnaire from STIMIK STIKOM Bali students as many as 50 samples. The analysis technique used in this research is multiple linear regression where the independent variable is intrinsic factor (in student) and extrinsic factor (quality of lecturer, parent, lecture material, lecture method, library, lecture room and laboratory). The result of this research is intrinsic factor, lecturer quality, lecture method, lecture material, parent, rehabilitation / laboratory space, and library simultaneously have a significant influence on student learning motivation. And partially, intrinsic factor, lecturer quality, lecture method, lecture material, parent, lecture / laboratory space, and library show a positive relationship to the dependent variable that is student's learning motivation. The results of this study in the future can provide evaluation results for the management of STMIK STIKOM Bali management about factors that affect student learning motivation.
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Krizhanovskaya, A. V., O. K. Stukan, and O. O. Honchar. "Methodological approaches to conducting lectures for foreign students on medical microbiology." Reports of Vinnytsia National Medical University 22, no. 2 (2018): 361–64. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-27.
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The article discusses the main methodological approaches to the preparation of a lecture course on medical microbiology for foreign students at the National Pirogov Memorial Medical University, Vinnytsya. The purpose of the work is to discuss methodological approaches to the preparation of a lecture course on microbiology, virology and immunology for foreign students to form their cognitive activity, the development of clinical thinking and qualitative mastery of discipline. In this work the main methodological bases of preparation of lecture material, its design, importance for mastering the theoretical, practical bases of basic training of foreign medical students are revealed. The main functions of the lecture, as the main form of preparation for practical classes, independent work of students and the preparation of the exam on discipline are highlighted. The role of the teacher's professional skill in mastering the subject "Medical Microbiology, Virology and Immunology" is shown. The present demands from a teacher who lectures to foreign students, the use of new methods and techniques and the introduction of new technologies, diverse approaches and improving the quality of teaching. The lecture is traditionally the leading form of study at a higher educational institution. It performs scientific, cognitive, educational functions. The lecturer must have high professional training, pedagogical skills, communicative skills and fluency in the English language. Lecture material should be presented to foreign students at an adequate scientific level, using modern teaching aids, to contain the basic provisions that are necessary for preparation for practical classes, organization of independent work of students, examination of the subject. The prospect of further improving the teaching of the lecture course is the creation of a multimedia lecture summary for Ukrainian-speaking foreign students.
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Nasim, Attia, Mansoor Ghani, Samina Kausar, and Kashifa Khatoon. "Effectiveness of Problem Based Learning in Developing Knowledge of Undergraduate Nursing Students." Annals of King Edward Medical University 28, no. 1 (2022): 19–25. http://dx.doi.org/10.21649/akemu.v28i1.5001.
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Background: Problem based learning (PBL) is an innovative and learner-centered teaching approach that improves nurses' theoretical knowledge, trains them practically, develops their critical and problem-solving skills to be used for overcoming environmental constraints during clinical practice. Objectives: The aim of this study was to determine the effectiveness of PBL in developing knowledge of undergraduate nursing students. Methods: This study conducted a pretest–posttest experimental design among B.Sc. Nursing students of Saida Waheed FMH College of Nursing Lahore. Lottery method of random sampling was used to recruit the participants for experiment group and control group. A PBL-based treatment for the experimental group and a series of lectures was traditionally delivered to the control group on the topic of Diabetes Mellitus. Data was collected using MCQs-based questionnaire during pre-test-post-test processes. Results: This study identified the problem-based learning as more effective teaching method than lecture method after observing a significant difference between the scores of post-tests of lecture method (LM) and problem-based learning. The participants of the experimental group significantly gained more knowledge scores than the members of LM. Conclusion: The intervention of PBL method has significantly improved more knowledge of the participants of experimental group than the members of LBL. It reflects that PBL is a more important and effective teaching method in developing knowledge of nursing students than lecture method.
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Niemelä, Matti, and Paavo Perämäki. "Problem based project on university teaching of atom spectrometric methods." Lumat: International Journal of Math, Science and Technology Education 1, no. 1 (2013): 29–42. http://dx.doi.org/10.31129/lumat.v1i1.1123.
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Practical laboratory work is an essential part of the teaching of analytical chemistry. During the assignments, the routine of laboratory work is taught, theory from the lectures is given a concrete form, and the basic skills of using laboratory equipment are acquired. During laboratory work, it is also possible to develop student interaction and problem solving skills.
 In this research, it was studied how a project work following the principles of problem based learning can be implemented during a tight-scheduled lecture course on atom spectrometric methods. The research pays particular attention on the evaluation of work burden and choosing of the project topics. In addition, the research examines the effects of project work on motivation and learning in students. According to this research, the chosen project topics and project as a working method are suitable to be implemented with a lecture course. The students found the project work to be burdensome but had positive attitudes towards the working method as a whole.
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SHKOLA, I., and B. SALIUK. "INTERACTIVE LECTURES AS A WAY TO INCREASE THE EFFECTIVENESS OF TEACHING AND LEARNING IN HIGHER EDUCATIONAL ESTABLISHMENTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (2022): 436–44. http://dx.doi.org/10.31494/2412-9208-2022-1-1-436-444.
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The article is devoted to an interactive lecture as one of the effective methods of teaching in High educational establishments, which helps to increase the effectiveness of learning and the level of motivation of students. The authors reveal the essence of interactive learning and emphasize that it consists in the organization of constant interaction of all participants of the educational process. Also they compare the traditional classical lecture with the interactive one and highlight the features of the latter, emphasizing its benefits. The fact of the need to revise traditional forms and methods of teaching becomes obvious, as the main task of a modern lecturer is to involve HE students to active conscious learning and to digitalize the educational process. That is why the article focuses on digital tools that can help teachers to organize interaction of the participants of the educational process, create educational video content and provide constant feedback to students during and after the interactive lecture. The authors also present a number of forms of interactive lectures and tips that turn a traditional lecture into an interactive one (using active individual or group work, using of interactive activities, using of various forms of feedback to control students understanding of the material). It has been proved that digital tools have created important didactic conditions for effective organization and effectiveness of interactive lectures, due to increasing the visualization of educational material through infographics, multimedia, comics, animation and video, facilitated the organization of productive group learning activities, simplified feedback and the use of digital tools increased the motivation, independence and awareness of students about learning outcomes, increased efficiency of control and self-control by automating current and final assessment, intensified reflection on educational activities based on online surveys, commenting on forums and chats. Key words: interactivity in teaching, interactive lecture, digital tools, group work, active learning.
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Ginting, Novita BR, Yuggo Afrianto, and Suratun Suratun. "Design of a Web-Based Lecture Scheduling Information System During Pandemic Covid-19 (Case Study: Faculty of Engineering and Science, Ibn Khaldun University)." Jurnal Online Informatika 6, no. 2 (2021): 172. http://dx.doi.org/10.15575/join.v6i2.727.
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During the Covid-19 pandemic, the lecture process was carried out online, so it impacted other academic activities such as the preparation of lecture schedules. The results of observations at the Faculty of Engineering and Science found that the practice of lecture schedules was carried out manually, such as the schedule coordination process was carried out face-to-face between study programs, faculties, and lecturers to overcome conflicts in the use of rooms and teaching time. Changes in the teaching schedule need to be re-checked on the use of the room and the lecturer's teaching time because it has not been documented with the information system. Hence, this study aims to build an information system for preparing lecture schedules using the Greedy Best First Search Method based on the willingness of lecturers to teach. The system was developed using the RAD (Rapid Application Development) and testing using BlackBox testing. The results of this study succeeded in building a lecture scheduling information system that was able to generate lecture schedules automatically and quickly without having to coordinate face-to-face to support online lectures during the Covid-19 pandemic.
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Nayak, Satheesha B. "THE BROKEN LECTURE: AN INNOVATIVE METHOD OF TEACHING." Advances in Physiology Education 30, no. 1 (2006): 48. http://dx.doi.org/10.1152/advan.00047.2005.
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Patel, Vishal, Jeffrey Roberts, Bruce Cohen, et al. "A Didactic Lecture Is Effective in Teaching Sonographers the TI-RADS System for Stratifying Thyroid Nodules." Journal of Diagnostic Medical Sonography 36, no. 4 (2020): 322–26. http://dx.doi.org/10.1177/8756479320917638.
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Objective: The aim of this study is to determine whether a one-hour image-rich didactic lecture given to sonographers can successfully teach them the TI-RADS (Thyroid Imaging, Reporting and Data System) lexicon, to improve their recognition of malignant thyroid nodules. Methods: A one-hour image-rich didactic lecture on TI-RADS was designed that encompassed the diagnostic criteria for thyroid malignancy and technical tips to better demonstrate thyroid nodules. A lecture was presented to 34 sonographers across multiple sites. The study examined the effects of the lecture by comparing the results of a pretest, an immediate posttest, and a two-week delayed posttest. Results: All 34 sonographers participated in the lecture intervention and each assessment. The prelecture assessment scores ranged from 13% to 73% with an average of 46%. Immediately after the lecture, the assessment scores ranged from 27% to 100%, with an average of 77%. Two weeks after the lectures, scores ranged from 27% to 93%, with an average of 70%. Compared to the pretest, there was a statistically significant increase in average scores immediately after and two weeks after the lecture. Conclusion: It is critically importance to have a reliable, noninvasive method to identify thyroid nodules that have a greater chance of malignancy. A didactic lecture could successfully teach, result in knowledge retention, and increase sonographers’ confidence in the TI-RADS lexicon.
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Park, Young-Eun. "Hybrid Lecture Design Strategy For Student-Centered Education (Student Agency): Focusing on cases of subjects at Incheon National University." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 5 (2024): 95–115. http://dx.doi.org/10.22251/jlcci.2024.24.5.95.
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Objectives The purpose of this study is to examine a hybrid lecture design strategy that selects and combines various teaching methods to enable learner or student-centered education among the various methods being applied to university classes as part of innovative teaching methods.
 Methods This case study analyzes the ‘hybrid innovative lecture design strategy of teaching method’ using the E (Empathy) - D (Design) - I (Implement), 3-Tier stage model and seeks to discover the teaching capabilities required for it. For this purpose, a hybrid lecture design was designed by this researcher, and the subjects of the Division of International Trade in the College of Commerce & Public Affairs at Incheon National University, ‘International Marketing (opened in the second semester of 2022, English course, 57 students in total)’ and ‘Global Korean Wave and Business Strategy for Entertainment’ (Opened in the first semester of 2023, 66 students in total)” was examined. Both subjects were designed to cover learners’ diverse learning backgrounds (nationality, age, grade, gender, major, basic learning orientation and background level, and learning behavior). As a result of the hybrid lecture, learners' class satisfaction scores were 4.853/5 and 5/5, respectively, and both subjects were selected as excellent lectures in the major subjects at Incheon National University.
 Results As a result of the research analysis, it can be seen that a strategy of combining various teaching methods ranging from PBL (Problem/Project-Based Learning), MBL (Media-Based Learning), Flipped Learning, Teamwork, Action Learning, Design Thinking, Capstone Design, leadership, communication, career planning feedback, and career development guidance was used depending on the learning progress. Through it, this study examines how a diverse range of teaching competencies and students’ essential core competencies could be matched with teaching methods.
 Conclusions This case study examines a hybrid lecture design that combines various teaching methods to achieve learner-centered education (student agency) and the resulting teaching capabilities. Hybrid strategies for lecture design play a pivotal role in reflecting the needs of learners and the changed educational environment in changing learner attitudes from passive and mechanical to active, creative, proactive, and constructive ones.