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Relevant bibliographies by topics / Lecture methods

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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 (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 respons

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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 lin

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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 an

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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 Nat

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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 (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 S

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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 (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 wi

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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 st

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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 blank

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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

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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 (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

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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 stu

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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

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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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<p> 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

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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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<p> <b>Background.</b> 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. </p><p> <b>Purpose.</b> 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 collaborat

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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 lec

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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. University of North London, School of Mathematical Sciences, 1994.

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

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

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Lecture notes. 3rd ed. Wiley-Blackwell, 2010.

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

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

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

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

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Lecture notes on radiology. 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. 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. 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. 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. 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. Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/bfb0076334.

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Cegielski, Andrzej. "Projection Methods." In Lecture Notes in Mathematics. 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. 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. 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. 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. 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. 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. 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

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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, 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. 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. Surp

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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), 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. Defense Technical Information Center, 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, 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 abiliti

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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, 2021. http://dx.doi.org/10.12731/ofernio.2021.24809.

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