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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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Mitsuhashi, Toshiharu. "Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests." PeerJ 8 (August 12, 2020): e9640. http://dx.doi.org/10.7717/peerj.9640.
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Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a medical school epidemiology class to measure the efficiency of active learning techniques and the usefulness of ConcepTests in determining effective active learning approaches. Methods The PI lecture was conducted as part of an existing epidemiology class for fourth-year medical students at Okayama University on October 17, 2019. The lecture was conducted as follows. The lecturer taught the fundamental concepts of epidemiology and presented the ConcepTest to students. After answering the test, students were provided with the answer distribution, followed by peer discussion. After the discussion, students answered the ConcepTest again, and a new answer distribution was presented. Subsequently, the lecturer announced the correct answers and delivered a commentary. The ConcepTest comprised five questions, each related to fundamental concepts of epidemiology. Students’ responses to five ConcepTests were collected and analyzed by calculating the proportion of correct answers before and after the discussion, as well as PI efficiency to evaluate the PI lecture. Results Overall,121 students attended the epidemiology lecture. The proportion of correct answers before the discussion ranged from 0.217 to 0.458, and after the peer discussion they ranged from 0.178 to 0.767. The PI efficiency ranged from −0.051 to 0.657, and was higher than the theoretical value in three ConcepTests. The efficiency was about the same as the theoretical value in one ConcepTest, and lower than the theoretical value in another. Conclusion In this study, the efficiency of a PI lecture was determined by calculating the PI efficiency of each ConcepTest. The results showed that the educational efficiency of a ConcepTest in epidemiology lectures can be widely distributed, ranging from efficient to inefficient. Particularly in three ConcepTests, the proportion of correct answers after the discussion and the PI efficiency were higher than the theoretical value. This suggests that PI lectures can be useful in epidemiology education with the efficient use of ConcepTests.
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Saputra, Sepriadi. "EFEKTIVITAS KOMUNIKASI INTERPERSONAL DALAM KEGIATAN PEMBELAJARAN MELALUI MEDIA WHATSAPP GROUP." Profesional: Jurnal Komunikasi dan Administrasi Publik 7, no. 1 (July 3, 2020): 11–21. http://dx.doi.org/10.37676/professional.v7i1.1087.
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This study aims to know the effectivity of interpersonal communication in learning activities through WhatsApp Group Media, a research study using an effectiveness study proposed by Devito (1997) which says there are 5 general dimensions to measure the effectiveness of interpersonal communication activities including openness, empathy, supportive, attitude positive and equality. Based on the results of the presentation about the effectiveness of interpersonal communication in lectures using WhatsApp Group by the Communication Studies lecturer at the Raden Fatah State Islamic University of Palembang, it is known that WhatsApp Group can display various types of learning media in the form of visual media, audio, audio visual, and presenter groups. However, the WhatsApp group media cannot provide sample objects directly if the course requires sample objects to be demonstrated. This research shows that learning activities that only use WhatsApp Group media without using face-to-face lecture methods are ineffective, this is due to the many obstacles faced by students and lecturers when the lecture activities take place. Various obstacles faced are the small level of openness of students, empathy that is difficult to show both by students and by lecturers, the attitude of support is not as strong as learning is done by direct meeting in class, the attitude shown is largely the opposite of what is expected by the lecturer, as well as the equality of the meaning of learning materials both for students and for different lecturers.
Keywords: interpersonal communication, openness, empathy, supportiveness, positive attitude and equality, whatsapp group
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Islami, Wildah Nurul, and Sholihudin Al Ayubi. "Konsep Perkuliahan Daring Google Classroom dalam Meningkatkan Interaksi Akademik Di Tengah Pandemi Korona." FIKROH: Jurnal Pemikiran dan Pendidikan Islam 13, no. 2 (July 11, 2020): 106–31. http://dx.doi.org/10.37812/fikroh.v13i2.96.
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GOOGLE CLASSROOM ONLINE EDUCATION CONCEPT IN INCREASING ACADEMIC INTERACTION IN THE MIDDLE OF THE PANDEMI OF CORONA. The outbreak of the co-19 pandemic requires lecturers and students to carry out online learning as opportunities and challenges, including through Google classroom. This research is a qualitative research to describe the concept of online lectures through Google classroom in improving academic interaction in the middle of a corona pandemic. The concept of this lecture is a design that shows strategic steps to improve academic interaction between lecturers and students. The subjects of this study were 100 students of STAI Ar-Rosyid. Data collection techniques through documentation (odd semester course schedules, class lists, student attendance online attendance, syllabus and RPS, student learning outcomes) were analyzed using qualitative descriptive methods. In the concept of online lectures, lecturers must prepare a planned design in the form of a Google classroom learning implementation mechanism. The researcher determines two tasks namely the task of making PPT presentation videos and summarizing the results of the discussion. The task of the lecturer is not only to monitor lectures when learning lasts until the end, but there must be an evaluation and review for improvement in the next meeting. This is a form of academic interaction between lecturers and students.
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Paul, Preetha, Lalitha Subramanyam, Geetha Raghunathan, and Balaji Arumugam. "Learner Perceptions Regarding the Lecture and the Small Group Discussion as Teaching/Learning Methods in Physiology”." Bangladesh Journal of Medical Science 18, no. 2 (March 25, 2019): 274–78. http://dx.doi.org/10.3329/bjms.v18i2.40697.
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Introduction: Physiology has traditionally been taught through lectures, but other methods are now being tried. One of these, the small group discussion (SGD), is considered to be more tuned to learners’ needs compared to the lecture.
Aim: This study was undertaken to determine learner perceptions on the lecture and the SGD as teaching/learning methods in physiology.
Methods: Ninety-seven first MBBS students were taught Physiology in both lecture and SGD formats for a whole year. Feedback was then obtained from the students using a validated and structured questionnaire. Data was entered in Excel sheet and analyzed using SPSS software.
Results and Discussion: Learners felt that both the lecture and the SGD helped them understand basic principles well (93.4 and 93.3%), contributed effectively to the learning process (84.6 and 90%) and fostered critical thinking skills (64.9 and 68.9%). For delivery of basic concepts, learners preferred the lecture for its systematic presentation. SGDs were perceived to promote active participation of learners (85.6%), encourage facilitator-learner interaction (87.8), and retain student interest better (62.2%).Overall, learning was better-stimulated by the SGD (73.4%) rather than the lecture (35.2%).
Conclusion: In the teaching/learning of physiology, appropriate use of both the lecture and the SGD will serve to nurture and sustain learner interest effectively.
Bangladesh Journal of Medical Science Vol.18(2) 2019 p.274-278
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Buzzell, Paul R., Valerie M. Chamberlain, and Stephen J. Pintauro. "The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis." Advances in Physiology Education 26, no. 1 (March 2002): 21–29. http://dx.doi.org/10.1152/advan.00007.2001.
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This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only (“Computer”), a traditional lecture format (“Lecture”), or lectures supplemented with Web-based tutorials (“Both”). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 ± 17.31, 78.82 ± 21.50, and 76 ± 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.
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Raleigh, Meghan F., Garland Anthony Wilson, David Alan Moss, Kristen A. Reineke-Piper, Jeffrey Walden, Daniel J. Fisher, Tracey Williams, et al. "Same Content, Different Methods:." Family Medicine 50, no. 2 (February 2, 2018): 100–105. http://dx.doi.org/10.22454/fammed.2018.222922.
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Background and Objectives: There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Methods: Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. Results: A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Conclusions: Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.
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Tapilouw, Marisa Christina. "Reflection session in the ‘Basics of Biology Learning’ Lecture: Pre-service Biology Teacher’s Perspective in Choosing Learning Method/Model." International Journal of Pedagogy and Teacher Education 4, no. 1 (May 4, 2020): 1. http://dx.doi.org/10.20961/ijpte.v4i1.41233.
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<p class="Abstract">This study was done during the reflection session at the end of the ‘Basics of Biology Learning’ lecture. In the lecture, the students learned about many types of learning methods and models. The study was carried out to strengthen the learning material. The research problem is related to pre-service teaching students’ confusion about choosing a learning method/model. The objective of this study is to obtain information from pre-service biology teachers’ perspectives about choosing a learning method and model within a biology lesson. Their preferences of learning methods and models was based on their reasoning. The subjects of this study were five biology pre-service teaching students who attended the lectures for one semester. The interview method was used in this study; interviews were based on one open-ended question to allow the teachers to express their personal viewpoint. The result showed that, as biology teachers, their preferred methods were the discussion method, scientifical model (inquiry and problem based learning) and cooperative learning. Based on the results, the teachers’ learning method and model preferences depended on their reasoning and the way the lecturer presented the material during the lecture. At the end of the lecture, as a conclusion, there was a reflection session to find out more about students’ perspective regarding their learning during the session.</p>
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Gavic, Lidia, Martina Marcelja, Kristina Gorseta, and Antonija Tadin. "Comparison of Different Methods of Education in the Adoption of Oral Health Care Knowledge." Dentistry Journal 9, no. 10 (September 26, 2021): 111. http://dx.doi.org/10.3390/dj9100111.
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Aim: The scope of this study was to determine if there is a critical distinction in the usage of lectures, videos, and pamphlets as educational material utilized in the adoption of oral health care knowledge. Materials and methods: Three-hundred and thirty children from ages 11 to 13 from the city of Split, Croatia completed the questionnaire on oral health care knowledge. Consequently, they were educated by randomly using a method: lecture, pamphlet, or video. Finally, after education, their knowledge was tested again. Results: Different statistical tests were used for comparison of different sets of data. The Wilcoxon signed-rank test showed a statistically significant difference (p ˂ 0.001) compared to the results before and after education. The Kruskal–Wallis test comparing knowledge outcomes after three different types of education: video, lecture, and pamphlet, showed a statistically significant difference in the final knowledge between groups (p ˂ 0.05). A pairwise comparison between different types of education showed a significant statistical difference between education conducted by pamphlet and video material (p = 0.003) and pamphlet and lecture (p = 0.006). No difference was observed between the level of knowledge acquired through video material education and lectures (p = 0.928). Conclusion: Videos and lectures as means of education showed equal effectiveness in the adoption of oral health care knowledge, while the pamphlet was a method that proved to be less effective.
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French, Sally. "Teaching Methods: 1. The Lecture." Physiotherapy 75, no. 9 (September 1989): 509–10. http://dx.doi.org/10.1016/s0031-9406(10)62301-2.
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&NA;, &NA;. "METHODS OF TEACHING: THE LECTURE." Nurse Educator 15, no. 2 (March 1990): 5–6. http://dx.doi.org/10.1097/00006223-199003000-00001.
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Guslinda, Guslinda, and Munjiatun Munjiatun. "The Effectiveness of Discussion Methods in Improving Prospective Elementary Teachers’ Learning Activities of Social Sciences." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 28, 2021): 113. http://dx.doi.org/10.33578/jtlee.v4i1.7869.
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The implementation of this research was motivated by a lack of activity and student participation in lectures on elementary school social studies. Students tend to be silent without showing activity during lectures. This is certainly far from what is expected that in the lecture students should ideally participate actively in asking, answering, recording the essence of the lecture, presenting, and concluding the lecture material. The subject of the study was a student of the 2017 B class, which numbered 39 people. The formulation of the problem in this study is whether the application of effective discussion methods to increase the activeness of FKIP UNRI PGSD students in elementary school social studies. The purpose of this study was to determine the effectiveness of the application of the discussion method in elementary school social studies lectures at the FKIP UNRI PGSD students. This type of research is descriptive with qualitative methods. Data collection techniques are observation and interview techniques. Based on the research data analysis shows that the activeness indicators ask questions, from the four active student meetings an average of 22 people 56. people (61.53%) and Activity Indicators present 26 people (66.66%).41%, indicators respond to questions or opinions, active students 22 people 56.41%, Activity Indicators discuss and work together active students 26 people (66.66%), Activity Indicators write material and summarize active student material 24 Based on the data that has been obtained, it can be concluded that the application of the discussion method in elementary school social studies lectures on PGSD students at FKIP UNRI effectively increases student activeness.
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RAUT, PRITISH KRISHNA, and Sachin Gupta. "Perspectives of Medical Students & Teachers Regarding the Use of Different Lecture Methods." International Journal of Clinical and Biomedical Research 4, no. 3 (July 31, 2018): 57–60. http://dx.doi.org/10.31878/ijcbr.2018.43.12.
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Background: Teaching methods used for lectures are mostly teacher-centered and not learner-centered. The method used for lectures is mainly determined by the teacher as per his/her convenience. The students are never asked about the lecture method which helps them in better learning. This can lead to poor understanding by students which in turn may hamper the learning process. Objectives: To find out the perspectives of students & teachers about the use of different lecture methods. Methodology: Views & opinions of 488 medical students & 47 medical teachers of a medical college about different types of teaching methods namely Traditional (chalk and board), over head projector and power point presentation were collected in an observational study with the help of separate questionnaires. Results: Most of the students (51.6%) prefer traditional method for the lectures, 54.9% have better understanding with traditional method (p<0.05), 61.5% students feel that they can concentrate more with traditional method (p<0.05) while 58% students feel that it is easy to note down important points with the help of Power point presentation (p<0.05). Large proportion of teachers (78.7%) prefer Power point presentation for classroom teaching, 76.6% teachers are willing to change to other method of classroom teaching if required, 80.5% teachers would like to have their performance monitored for self evaluation & self improvement. Overhead projector is neither preferred by students nor teacher as a teaching tool. Conclusion: A combination of traditional and power point presentation is preferred by the students for a better teaching-learning process.Keywords: Lecture, Chalk and talk, Powerpoint
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Purwanto, Agus, Laksmi Mayesti Wijayanti, Choi Chi Hyun, and Masduki Asbari. "THE EFFECT OF TANSFORMATIONAL, TRANSACTIONAL, AUTHENTIC AND AUTHORITARIAN LEADERSHIP STYLE TOWARD LECTURE PERFORMANCE OF PRIVATE UNIVERSITY IN TANGERANG." Dinasti International Journal of Digital Business Management 1, no. 1 (January 8, 2020): 29–42. http://dx.doi.org/10.31933/dijdbm.v1i1.88.
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The aim of this study is to analyze the effect of transformational, transactional, authentic and authoritarian leadership styles toward lecture performance in some private university in Tangerang. The study population are lecture of private university as many as 120 lectures from 14 of private university and data collection methods by giving an electronics questionnaire to the lectures of private university in Tangerang. The data analysis tool of this study uses SEM (Structural Equation Model) the LISREL program version 8.70. The results show that the transformational, transactional and authorian leadership style have positive and significant affected to lecture performance. Transformational leadership and authentic leadership has no significant effect to lecture performance.
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Junaidi, Junaidi, Welnof Satria, and Dewi Wahyuni. "Penggunaan Internet Sebagai Media Komunikasi Dalam Proses Pelaksanaan Aktivitas Belajar Mahasiswa Di Universitas Dharmawangsa." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 131–39. http://dx.doi.org/10.34007/jehss.v4i1.511.
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This study aims to determine the use of the internet and its obstacles as a medium of learning communication in the implementation of learning activities by lecturers to students at Dharmawangsa University. This study uses a qualitative approach, with descriptive methods. The research was conducted at the Dharmawangsa University. The research informants consisted of 6 permanent lecturers and 6 students from 6 faculties. Data collection using interview techniques. The results showed that during the covid 19 period, with online lectures, lecturers and students used learning media provided by Dharmawangsa University in the form of a google classroom with limited facilities that could only convey written materials. To be able to interact directly in the form of oral and video lecturers using Whatsapp media. The obstacles faced by lecturers were problems with the internet network which was sometimes unstable and internet quota, which was also experienced by students. The conclusion of the research on the lecture process using internet media as a medium of learning communication has been able to fulfill online lectures according to the set schedule, it's just that there are still many weaknesses faced in terms of providing internet media facilities so that the lecture process does not run optimally.
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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 (December 5, 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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Kruppke, Benjamin. "Digital Experiments in Higher Education—A “How to” and “How It Went” for an Interactive Experiment Lecture on Dental Materials." Education Sciences 11, no. 4 (April 19, 2021): 190. http://dx.doi.org/10.3390/educsci11040190.
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A digital lecture with motivating experiments—how can this be done in practice? This question shall be answered in the context of a case report from the field of material science. A digital experimental lecture as a substitute for a lecture with student experiments was evaluated by students to provide information on whether an adequate substitute for experiments in the digital teaching context is possible. This paper addresses the question of how to transfer a demonstrative experimental lecture to the digital space on two levels: (a) the procedure of an experimental lecture in the digital space with a focus on implementation, student activation, and audience response. A self-reflective assessment by the lecturer/author and an evaluation by the participating students was performed to judge the suitability of the digital experimental lecture in terms of students’ motivation. (b) Subject-specific experiments from the field of dental materials and their transfer from “students do it themselves” to a series of demonstration experiments. The detailed explanations of the procedure and the observed results shall serve as a basis for adaptation for other experiments or lectures. In conclusion, methods and tools (audience response systems such as joined blackboards, chat, and voting) suitable to activate students in partaking in the lecture by suggesting experimental parameters or speculating on the outcome of experiments are presented. The evaluation showed that with the help of these systems a demonstrative experimental lecture in the digital space can still be perceived as adequate experimentation if a certain student influence and animating approach to the audience is integrated, which might result in the students’ conclusion of, “It felt like you were “live” on site.”.
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Suarti, Meri, Sri Narti, and Asnawati Asnawati. "Use Of Online Communication Media “Google Classroom” In Lecture Activities During The Covid-19 Pandemic." SENGKUNI Journal (Social Science and Humanities Studies) 2, no. 1 (June 13, 2021): 27–44. http://dx.doi.org/10.37638/sengkuni.2.1.27-44.
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During the Covid-19 pandemic, lectures at Unived Bengkulu were conducted online. One of the media used to facilitate online communication during lectures is google classroom. Lecturing through google classroom is a new innovation for lecturers and students who previously lectured face to face and then conducted online. To find out the use of online communication media, google classroom in lectures at Unived Bengkulu during the Covid-19 pandemic, the author uses the characteristics of innovation from Everett M. Rogers which has five characteristics that can affect the level of use of an innovation, namely relative advantage, compatibility, complexity, trialability, and observability. This research uses descriptive qualitative methods with data collection techniques of observation, interviews, and documentation. The technique of determining informants using purposive sampling, the informants consisted of three lecturers and nine students. The results of the study state that based on the characteristics of its relative advantage, google classroom is a flexible, simple and efficient medium. Based on the characteristics of compatibility, Google Classroom is considered suitable for use during this pandemic, because Google Classroom can be accessed anywhere and anytime that is connected to the internet. Complexity is felt in difficult networks, especially in rural areas. Based on observations during the trial in the early semester, this media can be reused in the following semester. The use of online communication media google classroom in lectures during the Covid-19 pandemic at Dehasen Bengkulu University ran smoothly and was suitable to be applied during the Covid-19 period, even though constraints with network, but this could be overcome because it had a deadline given by the lecturer.
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Walters, Marian R. "PROBLEM-BASED LEARNING WITHIN ENDOCRINE PHYSIOLOGY LECTURES." Advances in Physiology Education 25, no. 4 (December 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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Vlachopoulos, Panos, and Shazia Jan. "Exploring modes of lecturing as a teaching method in higher education: Student attendance, preference and motivation." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 222–40. http://dx.doi.org/10.53761/1.17.5.15.
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This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - oncampus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a postcoronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.
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Burton, William B., Terence P. Ma, and Martha S. Grayson. "The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing." Journal of Medical Education and Curricular Development 4 (January 1, 2017): 238212051772021. http://dx.doi.org/10.1177/2382120517720215.
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Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.
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Suratno, Tri, Niken Rarasati, and Gusmanely Z`. "Optimization of Genetic Algorithm for Implementation Designing and Modeling in Academic Scheduling." EKSAKTA: Berkala Ilmiah Bidang MIPA 20, no. 1 (April 28, 2019): 17–24. http://dx.doi.org/10.24036/eksakta/vol20-iss1/166.
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This research was investigated using the Genetic Algebra Method for scheduling lectures and practicums. Genetic algorithms are used to solve problems that are modeled according to evolutionary principles in biological sciences. The application of the Genetic Algebraic Method for Scheduling Lectures and Practices is expected to be further developed into a computerized system that can replace the manual lecture scheduling and practicum methods so that it can produce a more accurate schedule with existing rules in a shorter time. The results of the use of the genetic algorithm method are obtained from the results of the data which are fixed scheduling lecture data and can be recommended for lectures according to the lecture schedule obtained from the results of generating genetic algorithms.
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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 (January 30, 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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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 (October 19, 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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Dharmambal, Chidambaram, and Somasundaram Anavarathan. "Comparison of seminar and lecture as teaching method and student perception on the seminar and lecture in medical education." International Journal of Research in Dermatology 7, no. 2 (February 22, 2021): 188. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20210565.
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<p><strong>Background:</strong> The current teaching methodology in medical education is mostly lecture. Many studies have mentioned that lectures alone are ineffective in bringing up student interaction and skills. Published literature reports that students are willing to accept innovative and interactive teaching methodologies. A study was conducted to compare the seminar vs. lectures in medical teaching and to describe perception of medical students about seminar and lecture.</p><p><strong>Methods</strong>: For comparison between seminar and lecture 88 participants from third MBBS students were randomly assigned for the Seminar and lecture methods including cross over technique by splitting the topic of leprosy into two parts. We conducted pre and post-tests after each session for both groups with the same questionnaire with total score of 36 for 36 questions. For opinion study we used a simple closed ended questionnaire on perception of on the two teaching methods. Data was analysed using SPSS software for computation of mean differences in the score and chi square proportions appropriately.</p><p><strong>Results</strong>: Least significant difference post hoc test indicates difference in the teaching methods. Mean score difference between pre and post-tests in both methods demonstrate that seminar is effective teaching method (p<0.05). Seminar evoked interest, provided more opportunities interact. In both methodologies schematic arrangement of the topic and improvement in communication skills was similar.</p><p><strong>Conclusions</strong>: Seminar was effective than didactic lecture interest and active participation as well as improves the ability to understand. To impart effective learning a combination of different teaching methods have to be used.</p>
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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 (March 10, 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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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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Steinberg, Amir. "Implementation of Hematology-Oncology Lecture Series for Housestaff." Blood 114, no. 22 (November 20, 2009): 4554. http://dx.doi.org/10.1182/blood.v114.22.4554.4554.
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Abstract Abstract 4554 BACKGROUND Currently, the hospital has a floor dedicated to cancer patients. The housestaff taking care of these patients includes three interns and one hematology-oncology fellow. In addition, there is a consult service comprising another fellow, an intern, and a resident. There was a paucity of formal, didactic, teaching in place devoted to the subjects of hematology and oncology. OBJECTIVE the development of a monthly lecture series for housestaff rotating on a hematology-oncology rotation that would focus on three key areas: METHODS Topics were chosen based on pertinence. These included: leukemia, lymphoma, multiple myeloma, stem cell transplantation (these first four comprising at least 50% of patients on the unit), coagulation, breast cancer, lung cancer, colon cancer, gynecological malignancies, and pain management/supportive care. Potential speakers included full-time faculty as well as private physicians affiliated with the cancer center. Emails and/or phone calls were placed to the physicians and announcements made at division meetings and schedules developed. The plan was also for the development of a series of questions testing the housestaff at the start of their one month rotation and at the end of the rotation. Lectures were scheduled for afternoons if possible to avoid conflicts with morning rounds. Occasional morning talks were necessary to accommodate lecturers. Format of lectures was flexible (power point, dry-eraser board). RESULTS Overall feedback was positive for the lecture series. The two conditions affecting optimal success of the program concerned scheduling, including intern and fellow schedules as they relate to rounds and housestaff clinics and availability of when speakers could lecture and recruitment of speakers appropriate to the relevant topics. In addition, repeating the topics every month proved challenging for finding lecturing participants. The question/answer testing is still early in testing and no conclusion can be made. CONCLUSION A didactic lecture series is an important aspect of hematology-oncology education for housestaff. Repeating lectures every month is a challenge for several reasons. Possible interventions in the future may include: Disclosures: No relevant conflicts of interest to declare.
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Alhirtani, Nahla A. K. "The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors—A Case of a Premier University." International Education Studies 13, no. 1 (December 27, 2019): 32. http://dx.doi.org/10.5539/ies.v13n1p32.
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The study aimed to identify the use of modern teaching methods at the higher education phase for Arabic language professors- a case of a Premier University. The researcher used the analytical descriptive method, based on the survey method and she has prepared a tool that includes 42 responses. The sample was 27 lecturers and the recovery rate was 88%. The data analysis showed that there is approval of the use of modern teaching methods among the lecturer by 83.6%. The results showed that the method of the lecture is the most common while the least common in the laboratory. As for the justifications, a large number of students, the difficulty of controlling them and the inability of lecturers to apply some methods in practice are among the most common reasons for not using some modern teaching methods.
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Peluso, Marco Aurélio Monteiro, Hermano Tavares, and Gilberto D'Elia. "Assessment of medical courses in Brazil using student-completed questionnaires. Is it reliable?" Revista do Hospital das Clínicas 55, no. 2 (April 2000): 55–60. http://dx.doi.org/10.1590/s0041-87812000000200004.
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INTRODUCTION: Debates about the quality of medical education have become more evident in the recent past, and as a result several different assessment methods have been refined for that purpose. The use of questionnaires filled out by medical students to assess the quality of lectures is one of the most common methods employed in our milieu. However, the reliability of this investigation method has not yet been systematically tested. The authors present the reliability of a specific form applied to the fourth grade medical students during the clinical psychiatry course. METHOD: Eighty-one fourth grade medical students were instructed to complete a form immediately after each clinical psychiatry lecture. Thirty-four students (42%) failed to turn in the forms after the final lecture. These students were given an identical form to assess the lectures in a retrospective fashion. The grades given by both groups of students for each performed lecture and the number of students who have graded an unperformed lecture were compared. Statistical significance for both groups was determined by means of the chi-square test (p< 0.05). RESULTS: Eighteen out of the 34 students who filled out the forms retrospectively (53%) rated the unperformed lecture, whereas only 5 out of the 47 students who filled out the forms during the course (11%) did so. This is statistically significant (p< 0.05). There was no statistical difference for the grades given to the lectures that were actually performed. DISCUSSION: The authors concluded the low reliability rate of the retrospective evaluation warrant a continuous assessment method during the course.
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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 (October 27, 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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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 (August 30, 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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Wright, Cyd A. "The Fifth Len Cosson Memorial Lecture, 1994." Australasian Journal of Special Education 19, no. 2 (January 1995): 40–46. http://dx.doi.org/10.1017/s1030011200023447.
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It is a great privilege to give this lecture in memory of Len Cosson who was a colleague and a close personal friend. Life is full of ironies because those of you who remember Len’s teaching methods will know that he thought lectures were a total waste of time. However I think he would enjoy this occasion on two counts. Firstly he would appreciate the tribute and secondly, knowing his sense of humour he would enjoy enormously the spectacle of me struggling to turn a lecture into an educational experience. The theme of this lecture will be “Learning from George the Third’s Physicians or Minding is not Good Enough”.
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Seo, Chang Wan, A. Ra Cho, Jung Chul Park, Hag Yeon Cho, and Sun Kim. "Dental students’ learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea." Journal of Educational Evaluation for Health Professions 15 (October 11, 2018): 24. http://dx.doi.org/10.3352/jeehp.2018.15.24.
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Purpose: The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model. Methods: Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook University College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors. Results: Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%). Conclusion: Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.
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Goldberg, Harry R., Eileen Haase, Artin Shoukas, and Lawrence Schramm. "Redefining classroom instruction." Advances in Physiology Education 30, no. 3 (September 2006): 124–27. http://dx.doi.org/10.1152/advan.00017.2006.
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In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.
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Naga Subramani, P. C., and V. Iyappan. "Innovative methods of Teaching and Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 20. http://dx.doi.org/10.21839/jaar.2018.v3is1.161.
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Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. Hybrid teaching includes e - learning in addition to the face to face teaching. Use of technology and multimedia is described in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology is discussed. The application of innovative teaching and learning methods is critical if we are to motivate and engender a spirit of learning as well as enthusiasm on the part of students, The role of education is to ensure that while academic staffs do teach, what is taught should also be intelligible to students emanating from culturally and linguistically diverse backgrounds and that they rapidly become familiar with the expected standards. It is more often than not the case that students underachieve because of the fact that they have not grasped an awareness of the level of assessment or what it is that the lecturer expects from them. Lecturers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing as possible and that the methodology they adopt is conducive to learning. Innovative teaching and learning methodologies such as short lecture, simulation, role-playing, portfolio development and problem-based learning (PBL) are very useful in addressing the rapid technological advances and developing workplaces that will be required in the foreseeable future.
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Petrov, K. B., and N. A. Ivonina. "Author's methods of kinesitherapy in neurorehabilitation (lecture)." Consilium Medicum 20, no. 2 (2018): 96–100. http://dx.doi.org/10.26442/2075-1753_2018.2.96-100.
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Crighton, D. G., A. P. Dowling, J. E. Ffowcs‐Williams, M. Heckl, F. G. Leppington, and James F. Bartram. "Modern Methods in Analytical Acoustics Lecture Notes." Journal of the Acoustical Society of America 92, no. 5 (November 1992): 3023. http://dx.doi.org/10.1121/1.404334.
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Hauptman, Herbert. "Direct Methods and Anomalous Dispersion(Nobel Lecture)." Angewandte Chemie International Edition in English 25, no. 7 (July 1986): 603–13. http://dx.doi.org/10.1002/anie.198606031.
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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." EDUTEC : Journal of Education And Technology 4, no. 4 (June 5, 2021): 544–59. http://dx.doi.org/10.29062/edu.v4i4.220.
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To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed the significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.
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Ferdinan, Ferdinan, and Nurhayati Nurhayati. "Evaluasi Program Mutu Pelaksanaan Pembelajaran pada Tahapan Transactions (Suatu Pendekatan Model Stake’s Countenance Evaluation)." TARBAWI : Jurnal Pendidikan Agama Islam 4, no. 01 (June 21, 2019): 1–19. http://dx.doi.org/10.26618/jtw.v4i01.2126.
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AbstrakPenelitian ini adalah penelitian evaluasi dengan menggunakan jenis penelitian kombinasi (mixed methods). Pendekatan penelitian, yaitu: pendekatan studi kasus. Sumber data penelitian ini terdiri atas Rektor, Wakil Rektor I, Ketua Lembaga Penjaminan Mutu, Ketua Unit Penjaminan Mutu Fakultas, dan Kasubdit SDM Universitas dan yang menjadi responden yaitu 32 Ketua Prodi dan 70 Ketua Tingkat. Teknik pengumpulan data yaitu wawancara, studi dokumentasi, dan lembar observasi. Penilaian untuk setiap aspek evaluasi dikategorikan menjadi tiga tingkatan: tinggi, sedang, dan rendah. Pengambilan keputusan dikategorikan menjadi tiga tingkatan: tercapai, kurang tercapai, dan tidak tercapai. Penelitian evaluasi ini memberikan beberapa kesimpulan, yaitu gambaran pelaksanaan pembelajaran di Unismuh Makassar pada tahapan proses (transactions) menunjukkan bahwa: 1) penguasaan dosen dalam menyusun dan menyiapkan administrasi perkuliahan dari 7 subaspek yang dievaluasi terdapat 6 subaspek telah memenuhi kriteria objektif dan 1 subaspek yang kurang tercapai yaitu kemampuan dosen dalam menyusun buku ajar, 2)) penguasaan dosen dalam pelaksanaan perkuliahan menunjukkan bahwa dari 15 subaspek yang dievaluasi 13 subaspek sudah tercapai sesuai standar objektif dan 2 subaspek yang belum terpenuhi yaitu dosen tidak memberikan sanksi kepada mahasiswa yang terlambat 30 menit dalam mengikuti perkuliahan dan dosen belum menyampaikan materi kuliah dengan berbasis IT, 3) interaksi dosen dengan mahasiswa dalam perkuliahan, dari 4 subaspek yang dievaluasi semuanya telah memenuhi standar objektif, dan 4) kemampuan dosen dalam melakukan evaluasi hasil perkuliahan menunjukkan bahwa dari 12 subaspek yang dievaluasi terdapat 10 subaspek sudah tercapai sesuai standar objektif dan 2 subaspek kurang terpenuhi. Kata Kunci: Evaluasi, Mutu Pembelajaran dan TransactionsAbstract This study is an evaluation study using mixed methods. Research approach, namely: case study approach. The data sources of this study consisted of the Chancellor, Deputy Chancellor I, Chairperson of the Quality Assurance Agency, Chair of the Faculty Quality Assurance Unit, and the Head of Sub-directorate of Human Resources of the University and respondents, namely 32 Chairmen of Study Programs and 70 Chairmen. Data collection techniques are interviews, documentation studies, and observation sheets. Assessments for each aspect of evaluation are categorized into three levels: high, medium, and low. Decision making is categorized into three levels: achieved, less achieved, and not achieved. This evaluation study provides several conclusions, namely the description of the implementation of learning in Unismuh Makassar at the stages of transactions shows that: 1) the mastery of lecturers in preparing and preparing lecture administration from 7 sub-aspects evaluated, there are 6 sub-aspects that meet objective criteria and 1 sub-aspect is lacking achieved, namely the ability of lecturers in preparing textbooks, 2)) mastery of lecturers in lecturing shows that out of 15 sub-aspects evaluated 13 sub-aspects have been achieved according to objective standards and 2 sub-aspects that have not been fulfilled, namely lecturers do not sanction students who are 30 minutes late in attending lectures and lecturers have not delivered IT-based lecture material, 3) lecturer and student interaction in lectures, of the 4 sub-aspects evaluated all met objective standards, and 4) lecturers' ability to evaluate lecture results showed that from 12 sub the evaluated aspects have 10 sub-aspects that have been achieved according to objective standards and 2 sub-aspects have not been fulfilled.Keywords: Evaluation, Learning Quality and Transaction