Relevant bibliographies by topics / Lecture methods

Contents

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

Academic literature on the topic 'Lecture methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Lecture methods"

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Farhan, Ahmad, Fitria Herliana, Evendi Evendi, Nia Kurnia Devy, and Fida Mauliza. "The Implementation of “Guru Penggerak” (Organizer Teachers) Concept to Innovation of The Discussion Methods in Thermodynamics Course." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 1 (June 30, 2021): 1–12. http://dx.doi.org/10.21009/1.07101.

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The thermodynamics lecture process in odd semester 2019/2020 at the Physics Education Department of FKIP Unsyiah is divided into three stages based on the lecture method used, namely; (1) lecture method, virtual experiments, and discussions, (2) assignments and group presentations, and (3) innovative discussions inspired by the idea of ​​a “Guru Penggerak.” Modification from the innovation of the discussion method is carried out by the strategy of (a) not limiting the topic of discussion, (b) online discussion using WhatsApp (WA) group lectures. The study was conducted to determine the response of students to the innovations carried out. The research results are used to develop lecture method innovations, to improve the quality of the lecture process. Students’ perceptions of the ability of lecturers, the activeness of learning, the environment of learning, and the absorption of lecture material are the problems examined in this study. The research method used was quasi-experimental, and the student perception data were obtained using a questionnaire given to 20 students as respondents. In addition, qualitative methods are used to analyze student perception data. The analysis results used a score on a scale of 1-4, obtained an average score of students’ perceptions of the ability of lecturers by 3.78, learning activeness 3.15, learning environment 3.43, and absorption of lecture material 3.49. The conclusion is that lecturers’ ability to manage lectures is excellent, students are active in lectures, the learning environment is pleasant, and absorption of higher lecture material. Therefore, discussion method innovation can be developed to enrich the learning method to improve the quality of the Thermodynamics lecture process.
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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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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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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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Miller, Cynthia J., Jacquee McNear, and Michael J. Metz. "A comparison of traditional and engaging lecture methods in a large, professional-level course." Advances in Physiology Education 37, no. 4 (December 2013): 347–55. http://dx.doi.org/10.1152/advan.00050.2013.

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In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by “breaks” that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.
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Rakhmadani, Diovianto Putra, and Faisal Dharma Adhinata. "A WEB-BASED INFORMATION SYSTEM FOR LECTURER’S PERFORMANCE APPRAISAL USING GAMIFICATION CONCEPTS AND RATING SCALE METHODS." Jurnal Riset Informatika 3, no. 2 (March 2, 2021): 167–74. http://dx.doi.org/10.34288/jri.v3i2.201.

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Online learning is widely used by every educational institution during the Covid-19 pandemic. Without face-to-face meetings, lecturers are required to present quality learning with feedback from students. The problem that arises is that EDOM is considered too long in terms of data processing, while lecturers are required to carry out quality teaching at each meeting. If students lose interest in a lecture due to the performance of the lecturer who is unable to make each virtual class attractive, the lecture activity will be ineffective. With the existence of a performance measurement system with the application of gamification that can measure the performance of lecturers at each meeting, lecturers can receive feedback while pursuing rewards or ratings on their performance. This study uses the waterfall model and produces a web-based information system that can be used as evaluation material in improving the quality of online learning.
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ANJUM, AFTAB, RIZWAN SAEED, and MUHAMMAD ASLAM BAJWA. "EFFECTIVE LECTURE DELIVERY;." Professional Medical Journal 19, no. 06 (November 3, 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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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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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 (November 20, 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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Young, Suzanne, Helen Young, and Ashley Cartwright. "Does Lecture Format Matter? Exploring Student Preferences in Higher Education." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 30–40. http://dx.doi.org/10.14297/jpaap.v8i1.406.

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This article offers an important contribution to understanding students’ perceptions of lectures based on different formats of lecture delivery. The growth in the use of blended, flipped, synchronous and asynchronous learning for lecture delivery raises questions as to whether students prefer these innovative modes of delivery over the traditional face-to-face lectures. Furthermore, the contemporary debates over recording lectures and whether this impacts on student attendance requires further exploration by comparing recorded face-to-face lectures with other methods of lecturing. This article draws on data that explored students’ preferences for lectures by comparing students’ experiences on three different types of lectures. The main findings demonstrate that there is no one preferred method of lectures, with student feedback reporting positive experiences with all three. However, the strengths and limitations of each mode of delivery are provided by the students which indicate that flexibility, interaction and choice enhance participation in lectures. The data indicates that student attendance is only slightly affected by lecture recordings and that other factors need to be considered if lecturers are concerned about attendance. This paper suggests that courses ought to offer a range of different lectures to meet the needs of varied populations of learners and that ensuring the delivery is student-focused will empower students and increase their participation.
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Dissertations / Theses on the topic "Lecture methods"

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Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.

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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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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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Ladouceur, Rosa-Lise. "Les épouses et le travail domestique : une lecture des textes de Christine Delphy." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6872.

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Sweet, Jonathan A. "Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791016.

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The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using the Astin and Antonio (2012) Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multi-variate statistics.

The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success.

The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.

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Roa, Michelle L. "Millennial students' preferred learning style| Evaluation of collaborative learning versus traditional lecture methods." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640067.

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Background. Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups.

Purpose. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style.

Theoretical Framework. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions.

Methods. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment.

Results. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style.

Conclusions. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.

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Roa, Michelle. "Millennial students' preferred learning style : evaluation of collaborative learning versus traditional lecture methods." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/6.

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Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
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Dukes, Michael Dickey. "Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400485/.

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Allen, Marlo G. "Using decision cases in agriculture : a comparison of a decision case method and a traditional lecture /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06302009-040542/.

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Timmerman, Kathleen. "Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693.

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Books on the topic "Lecture methods"

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Alexandrou, N. Lecture notes on mathematical methods. London: University of North London, School of Mathematical Sciences, 1994.

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Goodsell, G. Mathematical methods: Lecture notes : Module 8602. Oxford: Oxford Brookes University, 1996.

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Goodsell, G. Lecture notes for Module 8602: Mathematical methods. [Oxford]: Oxford Polytechnic, 1992.

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Lecture notes. 3rd ed. Chichester, West Sussex: Wiley-Blackwell, 2010.

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Moulton, Chris. Lecture notes: Emergency medicine. 4th ed. Chichester, West Sussex: Wiley-Blackwell, 2012.

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Goodsell, G. Lecture notes for Module 8600: Basic mathematical methods. [Oxford]: Oxford Polytechnic, 1992.

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W, Yates David, ed. Lecture notes: Emergency medicine. 4th ed. Chichester, West Sussex: Wiley-Blackwell, 2012.

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Lecture notes: Clinical biochemistry. 8th ed. Chichester, UK: Wiley-Blackwell, 2010.

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Lecture notes on radiology. Oxford: Blackwell Science, 1998.

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Meiklejohn, J. M. D. The problem of teaching to read restated and attempted to be solved, with suggestions for methods and plans. Toronto: W.J. Gage, 1993.

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Book chapters on the topic "Lecture methods"

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Istok, Jonathan David. "Methods." In Lecture Notes in Earth System Sciences, 17–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-13920-8_2.

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N. Gorban, Alexander, and Ilya V. Karlin. "Relaxation Methods." In Lecture Notes in Physics, 247–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31531-5_9.

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Demaison, Jean, and Natalja Vogt. "Computational Methods." In Lecture Notes in Chemistry, 7–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60492-9_2.

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Bérard, Pierre H. "Isoperimetric methods." In Lecture Notes in Mathematics, 78–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/bfb0076334.

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Cegielski, Andrzej. "Projection Methods." In Lecture Notes in Mathematics, 203–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30901-4_5.

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Kinnmark, Ingemar. "Implicit Methods." In Lecture Notes in Engineering, 96–114. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82646-7_6.

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Rawnsley, John. "Twistor methods." In Lecture Notes in Mathematics, 97–133. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/bfb0078611.

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Kinnmark, Ingemar. "Fourier Analysis Methods." In Lecture Notes in Engineering, 27–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82646-7_3.

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Vainikko, Gennadi. "Higher order methods." In Lecture Notes in Mathematics, 112–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/bfb0088986.

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Krupková, Olga. "Geometric intergration methods." In Lecture Notes in Mathematics, 174–207. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0093447.

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Conference papers on the topic "Lecture methods"

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LUDWIG, Andreas W. W. "METHODS OF CONFORMAL FIELD THEORY IN CONDENSED MATTER PHYSICS." In Lecture Notes of ICTP Summer Course. WORLD SCIENTIFIC, 1995. http://dx.doi.org/10.1142/9789814447027_0007.

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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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Su, Hang, Borislav Dzodzo, Xixin Wu, Xunying Liu, and Helen Meng. "Unsupervised Methods for Audio Classification from Lecture Discussion Recordings." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-2384.

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Sneed, Harry M. "Stevens Lecture on Software Development Methods at CSMR 2009." In 2009 13th European Conference on Software Maintenance and Reengineering. IEEE, 2009. http://dx.doi.org/10.1109/csmr.2009.69.

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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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Keevy, Monique. "Effectiveness of delivery methods in the transfer of soft skills." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10994.

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Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.
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Suen, Ching Yee. "IAPR keynote lecture III: Methods of achieving perfect recognition scores." In 2015 3rd IAPR Asian Conference on Pattern Recognition (ACPR). IEEE, 2015. http://dx.doi.org/10.1109/acpr.2015.7486450.

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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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"Tutorial lecture 3: From nature to methods and back to nature." In 2010 10th Symposium on Neural Network Applications in Electrical Engineering (NEUREL 2010). IEEE, 2010. http://dx.doi.org/10.1109/neurel.2010.5644072.

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Tanaka, T., Y. Urano, and H. Tominaga. "A study on methods for distributing teaching materials of online lecture." In IEEE International Conference on Multimedia and Expo, 2001. ICME 2001. IEEE, 2001. http://dx.doi.org/10.1109/icme.2001.1237765.

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Reports on the topic "Lecture methods"

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Vassilevski, P. Lecture Notes on Multigrid Methods. Office of Scientific and Technical Information (OSTI), June 2010. http://dx.doi.org/10.2172/983392.

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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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SCHerbakov, V. V. Methods of collecting information for gis.remote sensing (aerogeodesia): Electronic tutorial for accompanying lectures. OFERNIO, February 2021. http://dx.doi.org/10.12731/ofernio.2021.24761.

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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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Bolbat, O. B., and T. V. Andryushina. Lectures on descriptive geometry. Part 1. Methods of projection. Point. Straight. Plane: Multimedia Tutorial. OFERNIO, May 2021. http://dx.doi.org/10.12731/ofernio.2021.24809.

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