Relevant bibliographies by topics / Lectures

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

Academic literature on the topic 'Lectures'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Lectures"

1

Adams, Ramona. "A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 3 (July 30, 2022): 193–201. http://dx.doi.org/10.21522/tijar.2014.09.03.art016.

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This paper reports on the findings from focus groups conducted at Texila American University on the attitudes of its medical students towards morning lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjust the delivery accordingly, and the lecturer answers the students’ questions. The students in the focus groups also discussed what makes for a bad lecture: (1) lecturers reading straight from slides; (2) lecturers who ‘blame the students’ by saying that students don’t work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile and relating to feelings of tiredness each afternoon. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improve the practices of its individual lecturers. Keywords: Focus groups, Lectures, Student attitudes.
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Fitra Romadani, Anggit Tiyas, and Yusi Kurniati. "PERSEPSI MAHASISWA DALAM PERKULIAHAN DARING PADA MATA KULIAH BAHASA INDONESIA DI UNIVERSITAS AMIKOM YOGYAKARTA." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 22, no. 2 (July 13, 2023): 220–31. http://dx.doi.org/10.21009/bahtera.222.09.

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This study aims to describe student perceptions of the implementation of online lectures in the Indonesian language course at Amikom University, Yogyakarta. The results of the study show that most students have a positive perception of the implementation of online lectures in Indonesian courses. This perception is measured from three aspects, including aspects of the lecture process, aspects of lecturer competence, and aspects of facilities. In the aspect of the lecture process, most students gave a positive perception of the online lecture process. Students think that online lectures can train for independent learning and save on transportation costs. In terms of lecturer competence, most students agree that lecturers are competent so that online lectures can run smoothly. Meanwhile the aspect of facilities, some students stated that facilities in the form of internet networks could be an obstacle in online lectures. However, students always get positive support from parents in online lectures
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Lee, Min Seok. "Discovering the Leisure Characteristics of eSports and Exploring the Possibilities and Limitations of eSports Academization through Autoethnography on the Experience of Teaching Introduction of eSports." Korean Society for Leisure Sciences 13, no. 1 (May 31, 2022): 23–33. http://dx.doi.org/10.37408/kjls.2022.13.1.23.

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This study was conducted to explore the possibilities and limitations of e-sports academization as judged by lecturers in the e-sports industry related theory classes at universities through the autoethnography method. The research results and conclusions revealed through this study can be presented as follows. As an e-sports lecturer, I discovered the following three possibilities of e-sports academization through my introduction of e-sports lectures. First, the necessity of university lectures related to e-sports was confirmed through the responses received before and after the lecture. Second, the possibility of e-sports academization was discovered through positive lecture evaluation and feedback. Third, the leisure characteristics of e-sports were confirmed. Fourth, additional lecture topics derived from e-sports were identified. As a lecturer, I discovered the limitations and difficulties of e-sports academization for the following reasons. First, the limitations of class design due to insufficient academic foundation. Second, negative social views on e-sports itself. The results of this study can help design lectures by providing my experiences to lecturers who want to give theoretical lectures through e-sports in the future.
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Miklyaeva, A. V., V. N. Panferov, S. A. Bezgodova, and S. V. Vasileva. "Self-Presentation Strategies as a Factor of Lecturer's Personality Perception by Students in Online Interaction at a Media Lecture." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 175–84. http://dx.doi.org/10.21603/2078-8975-2020-22-1-175-184.

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The present reseach featured the effect of the self-presentation strategies used by lecturers on the socio-psychological interpretation of their personality by students at media lectures. The research objective was to define self-presentation strategies that help shape a role model behavior which could be adopted by the students in conditions of direct lecturer – audience interaction. The study focused on two contexts of online interaction. Students in the test group were offered a public media lecture and an out-of-class media lecture given by lecturers they had never seen before. After that, the students were asked to describe the lecrurers using the polar profile technique. Both descriptions showed that the maximum convergence of the image of the lecturer with the reference role model resulted from the strategies of self-aggrandizement and attractive behavior. The strategies of evasion (for women) and power (for men) deviated significantly from the reference role model. These types of behavior had a negative impact on perception. Students gave them lower scores for professional qualities. Public media lectures also demonstrated several significant negative shifts in the lecturer's personality assessment that did not depend on the self-presentation strategies.
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Listio, Siani, and Hengki Saputra. "Integritas Mahasiswa STIPAK Malang dalam Mengikuti Kuliah Daring." DIDAKTIKOS: Jurnal Pendidikan Agama Kristen 6, no. 1 (June 30, 2023): 38–43. http://dx.doi.org/10.32490/didaktik.v6i1.162.

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Based on the researchers' observations while attending online lectures, the researcher found that some students did not pay attention to the lecturer explaining, take a walk around , playing social media/games, doing other subject assignments , not having permission to turn off the camera, talking/discussing with the people around him when the lecturer explained, he was always late for zoom so the researchers decided to conduct a study entitled "Student Integrity of STIPAK Duta Harapan Malang Year 2018-2019 in Attending Online Lectures. Here are three main problem formulations that will be examined in depth in this study, namely STIPAK students' understanding of integrity, forms of integrity in online learning and how students class of 2018-2019 realize self-integrity in online lectures. By examining these three things, the research objective is to find out the perception of integrity, forms of integrity and its embodiment of integrity in online lectures. This study uses a qualitative phenomenological approach, because researchers are trying to find the essence or meaning of the problems studied. To optimize the data, this study uses a triangulation data collection technique, the researcher assumes that they will find a clear answer from the existing problem formulation. After analyzing the data obtained from the informants, the researchers found that the integrity forms of STIPAK students class 2018-2019 were: 1) being responsible, 2) time discipline, 3) obeying existing rule. However, in reality not all STIPAK students from class 2018-2019 are able to apply this attitude of integrity. The manifestation of the integrity of STIPAK Duta Harapan Malang students for the 2018-2019 class in online lectures is as follows: first, being responsible for the coursework given by doing it honestly even without supervision from the lecturer. Apart from academic assignments, students also get used to being responsible in terms of leadership that has been entrusted from the campus and from lecturers. Second, time discipline. Students try to use their time as well as possible, one of which is during class hours, students force themselves to continue to consistently attend lectures until they are finished. Also try to get in on time. Third, comply with every rule that exists both from the campus and from the lecturers. The advice given to STIPAK Duta Harapan Malang students in taking online lectures is as follows: Because the lecture process is not directly supervised by lecturers or the campus, students need to get used to turning on the camera while attending online lectures. Students are given the opportunity to be more active in the lecture process such as discussions or questions and answers so that students can focus on attending lectures. With the demands given in the lecture process, there will be a sense of responsibility in students. The advice given to STIPAK Duta Harapan Malang students in taking online lectures is as follows: Because the lecture process is not directly supervised by lecturers or the campus, students need to get used to turning on the camera while attending online lectures. Students are given the opportunity to be more active in the lecture process such as discussions or questions and answers so that students can focus on attending lectures. With the demands given in the lecture process, there will be a sense of responsibility in students. Students need to be reminded again that they are prospective PAK teachers who teach about the truth of God's Word and serve as role models for students. Therefore, during the lecture process students must get used to having integrity in any case, especially in taking online lectures.
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Budiarthana, I. Wayan, I. Putu Gede Budayasa, and Ayu Gede Willdahlia. "Sistem Informasi Monitoring Perkuliahan Pada Sekolah Tinggi Ilmu Kesehatan (STIKES) Bali." Jurnal Sistem Informasi dan Komputer Terapan Indonesia (JSIKTI) 1, no. 3 (March 31, 2019): 119–30. http://dx.doi.org/10.33173/jsikti.24.

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The Bali Institute of Health Sciences (STIKES) is a higher education institution in the health sector. Education in an institution needs to be monitored especially the lecture process. At present, the process of monitoring lectures is carried out by recording into paper documents. Several problems arise, namely at the end of each semester staff who perform lecture attendance recapitulation must open a sheet per lecturer attendance form sheet. Then from the lecturer attendance form, the staff in charge must type back into the Microsoft Excel application. This resulted in 2 problems, namely the occurrence of delays in reporting and the difficulty of monitoring lectures by Puket I. From these problems a system is needed that is able to provide information on the presence of lecturers and is able to present information on lecture activities in realtime. The design of this system is translated through Data Flow Diagrams and built using PHP language, for display using CSS, and database using MySQL. Testing this system uses blackbox testing. The lecture monitoring information system can display information about the implementation of lectures for Chairperson I Assistant in real time and can facilitate STIKES Bali staff in conducting lecturers' attendance.
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Sukendri, Nengah, and Ni Luh Eka Yuli Anggreni. "STRATEGI KREATIF DOSEN MEMACU PARTISIPASI MAHASISWA DALAM MENGIKUTI PERKULIAHAN." Padma Sari: Jurnal Ilmu Pendidikan 2, no. 01 (October 30, 2022): 63–72. http://dx.doi.org/10.53977/ps.v2i01.690.

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Learning is one of the manifestations of respect for the teacher of recitation where this is realized by an effort to learn science. The purpose of this study is to find out and describe what obstacles students face in attending lectures and how the lecturer's creative strategies stimulate student participation in attending lectures. The study used a qualitative research methodology studied with Educational theory and Behavioristic theory. The results of the research include: student obstacles in attending lectures, namely: 1) physiological factors from within students, namely because they are sick, unhealthy and have physical disabilities. Psychologically, the most important thing is study habits, lack of confidence and difficulty in managing time. 2) external factors, namely the lack of facilities in learning, motivation, economy, lack of socialization so that it is difficult to make friends or adapt both to lecturers and to learning that is followed during lectures. The lecturer's creative strategy stimulates student participation in attending lectures, including: 1). punctuality, firmness and mutual agreement between lecturers and students both for arrival hours, lectures and also agreements in collecting assignments. 2). submission of lecture contracts, so that there are no protests from students, no students repeating courses, 3). learning methods, and periodically changing learning media, 4). hold quizzes, exercises or impromptu games. 5). reminding students the importance of participating in lectures and doing coursework. ask for explanations and what obstacles students experience during the lecture, not demeaning students' abilities or looking down on student behavior.
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Simcock, D. C., W. H. Chua, M. Hekman, M. T. Levin, and S. Brown. "A survey of first-year biology student opinions regarding live lectures and recorded lectures as learning tools." Advances in Physiology Education 41, no. 1 (March 1, 2017): 69–76. http://dx.doi.org/10.1152/advan.00117.2016.

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A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended ( P < 0.001) and negatively correlated with the number of recordings viewed ( P < 0.05), although marks were similar for lecture attenders and nonattenders ( P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures ( P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.
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Wilkinson, Robert. "Enhancing Lecture Interaction through Live SMS." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 51. http://dx.doi.org/10.7146/hjlcb.v23i45.97346.

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A consistent challenge with lectures to large audiences is the extent to which the lecturer can develop interaction with the audience. Obtaining answers to the lecturer’s questions or stimulating questions from the audience during the lecture may be hampered by the fact that the lecturer and the audience are not able to hear speakers in the audience clearly. This article reports on an experimental design to test the feasibility of allowing live SMS messaging as a means to stimulate interaction during large lectures. The context concerned lectures on academic writing in bachelor’s programmes in business and economics. Each lecture attracted about 500 students. The students were invited to send text messages to a dedicated phone line connected to a computer, which, at chosen intervals, displayed messages for everyone to see. The set-up allowed the lecturer to switch instantly from slides to the message display. Messages could be easily transferred to an Excel fi le for subsequent processing if necessary. Results showed that students did not use the opportunity as frequently as expected, and most messages were not relevant to the topics of the lectures. In this article, explanations for these outcomes are discussed, and recommendations for further implementation are presented. Using a new technology, even a pervasive one like SMS messaging, in a lecture entails modifications to the design, delivery and content of the lecture itself.
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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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Dissertations / Theses on the topic "Lectures"

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Døvik, Kristian, and John Andre Hestad. "Lecture Quiz 3.0 : A Gaming Platform for Lectures." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13583.

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This thesis is the continuation of our specialization project, Lecture Quiz 2.5.This platform is a game-like system where lecturers can hold quizzes in lectures to increase student participation and interactivity.The current version is a finished lecture quiz system that can be used in lecture environments.Lecture Quiz 3.0 has moved away from earlier implementations, by centralizing and minimizing the effort to start and run quizzes.One focus was multi-platform and we developed the system to support Microsoft Windows, Mac OS X and Linux.This system can be used in lecture environments to promote more student participation, and enable variation in teaching methods.To run quiz games, the lecturer can use a PC, connect it to the projector, and run the Presentation Client.Students access the Player Client via a mobile device such as a smart phone or notebook, the address to the Player Client web page is presented on the Presentation Client.Once connected, they choose a username, and answer multiple choice questions, which are presented on the projector screen.To keep things interesting for the students, we focused on the visual expression of the Presentation Client and Player Client.This is to give the players the experience of playing a game, rather than answering a questionnaire.We developed the system with usability in mind.This is to ensure that the system feel easy to use, for both students and lecturers.One of the main goals is to make lecturers see the system as an alternative to a regular presentation, and not as extra work.A lecturer might be interested in collecting statistics about the students' overall progress in the course.This way they might be able to give a larger focus to the parts of the syllabus where the students lack performance.Another factor is that creating quizzes is time consuming, and needs to be done in advance of a lecture.We developed a separate quiz manager and statistics tool that can be used by lecturers, named Quiz Server.It is a Web based application, utilizing Java EE to enable multi-platform support.We performed an experiment in a lecture to get feedback from students on how they perceived the Lecture Quiz game.This experiment was performed by running a quiz in the lecture hall and then the students were asked to fill in an evaluation form.The students who participated thought that Lecture Quiz had a positive effect on the lecture.
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Mørch-Storstein, Ole Kristian, and Terje Øfsdahl. "Game Enhanced Lectures : An Implementation and Analysis of a Lecture Game." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8740.

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Educational games have recently caught the attention of educational organizations witnessing newfound potential that is not achievable through traditional lectures. By reviewing findings from authoritative theory, we present the conception and implementation of a prototype educational game for lecture enhancement. The concept is based on the idea of playing a game during lectures, with students answering multiple choice questions using their own mobile phones and receiving instant feedback by watching a large screen displaying animated graphics. It is shown how such a concept is made readily available for students and schools by using regular mobile phones and computers they already possess. We describe an example implementation, along with pedagogical guidelines for usage, and the analysis of how the prototype was received in an authentic setting. Students generally found the prototype easy to use and thought it contributed to increased learning outcome. The prototype was perceived as entertaining, and half the students claimed they would attend more lectures if such a system was being used. In spite of this, 10% of the students felt reluctant to pay for the GPRS/3G data transmission fees resulting from playing the game.

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Coste, Bénédicte. "Wuthering Heights : lectures." Montpellier 3, 1996. http://www.theses.fr/1996MON30054.

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Lectures de Wuthering Heights : 1- à travers la situation d'Emily Brontë auteur ausein de l'atelier Brontë, à travers la mythologie et les mystifictions afférentes. 2- A travers la poésie révisant le Romantisme et pensant la subjectivité dans l'époché moderne. Les références au trouble et à l'orage seront reprises dans Wuthering Heights. 3- Mythe des feux traduisant les bouleversements épistémologiques apportés par la thermodynamique. Causalité, temporalité et vérité sont les catégories repensées par un récit explicitant les nouvelles conditions de possibilité de l'histoire. Le trajet du héros fictionnalise quant à lui la révolution permettant l'advenue d'un sujet soumis aux lois de l'évolution. Ayant brûlé son (hypo) Texte, Wuthering Heights devient le nouveau Testament de l'époque naturaliste
We shall be reading Wuthering Heights from Emily's standpoint within the Brontë workshop and using mythology and "mystifictions" that he Brontës have generated. Brontë's poetry can be read as a revision of Romanticism and as a meditation on subjectivity in the modern époché. References to trouble and storm will be seen in the context of both her prose and poetry. Wuthering Heights is a myth transformed by the epistemological change brought about by thermodynamics. Causality, temporality and truth are the categories which the narrative revises thus redefining the conditions of possibility of history. The hero's trajectory is used as a means of exploring the consequences of such a revolution. It also allows for the emergence of a new subject inscribed within an evolutionist scheme. Having burnt its (hypo) Text, Wuthering Heights becomes then the New Testament of the naturalist era
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Su, Walter Yu-Jen. "A study of student learning through lectures based on Information Processing Theory." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319510.

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Bukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141858.

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Bukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27991.

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Viganó, Célia Regina. "Listening to academic lectures." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102451.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2013-07-16T00:59:14Z (GMT). No. of bitstreams: 1 223895.pdf: 276818 bytes, checksum: 750180c5b0af75159d90af5a20f72163 (MD5)
This study aims at investigating the effects of an EAP approach on L2 learners' performance of academic listening tasks. The study was carried out with 10 learners of two English language schools, situated in Pato Branco, southwest of Paraná (PR). The participants were divided into two groups, named Group 1 and Group 2, and were exposed to two approaches. Group 1 received extensive general textbook listening tasks, while Group 2 received extensive British Broadcast Corporation (BBC) lecture listening with pre-, while- and post-listening tasks. The learners of the two groups were also required to perform a common academic listening task in order to verify the effects of the two different approaches on their listening performance. Data were analyzed in terms of number of words recalled from extracts of the authentic material in gap-filling tasks. The results obtained showed that Group 2 had a slightly better performance in word recall than Group 1. O objetivo deste estudo é investigar os efeitos da abordagem do ensino de Inglês com objetivos Acadêmicos no desenvolvimento de atividades de audição para alunos de língua estrangeira. O estudo foi realizado com 10 alunos não graduados, estudantes de duas escolas particulares de língua inglesa, situadas em Pato Branco, sudoeste do Paraná (PR). Os participantes foram divididos em dois grupos nomeados, Grupo 1 e Grupo 2, e foram expostos à duas abordagens. Grupo 1 recebeu tratamento extensivo com atividades de audição de livros texto enquanto que o Grupo 2 recebeu extensiva audição de palestras extraídas do site oficial BBC de Londres, seguidas de atividades contendo os três passos básicos: antes, durante e depois da audição. Ao final, os estudantes dos dois grupos participaram de uma atividade em comum para verificar os efeitos das duas abordagens no desenvolvimento das duas audições. Os dados foram analisados em termos de número de itens lexicais reconhecidos dos extratos do material de audição autêntico, em atividades que designadas para completar os espaços em branco. Os resultados obtidos mostraram que o Grupo 2 teve um desenvolvimento levemente melhor no reconhecimento das palavras do que o Grupo 1.
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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.

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Wemyss, Michael. "LECTURES ON RECONSTRUCTION ALGEBRAS I." 名古屋大学多元数理科学研究科, 2009. http://hdl.handle.net/2237/12252.

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Wemyss, Michael. "LECTURES ON RECONSTRUCTION ALGEBRAS II." 名古屋大学多元数理科学研究科, 2009. http://hdl.handle.net/2237/12253.

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Books on the topic "Lectures"

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Hobzová, Dominika, Kateřina Krejčí, Lumír Krejčí, Alena Mizerová, Jiřina Relichová, and Gabriela Pavlíková, eds. Mendel Lectures 2002–2022. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.m280-0058-2022.

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This jubilee publication provides a representative overview of twenty years of the world-renowned lecture series and introduces all the speakers – more than 130 scientists, including 15 Nobel Prize laureates. The book details the history of the Mendel Lectures and the significant activity of scientists associated with the so-called “Brno Initiative”: Kim A. Nasmyth, Anna Nasmyth, Max Perutz, Paul Nurse, Tim Hunt, James Watson, Eric Wieschaus, Peter Swetly, Jiřina Relichová, Jan Motlík, Emil Paleček, Eva Jiřičná, and Gustav Ammerer – the founders of the series, thanks to whom the lectures regularly take place, moreover, on the premises where the founder of genetics worked 200 years ago.
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Ricoeur, Paul. Lectures. Paris: Seuil, 1990.

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Vojin, Popović, ed. Lectures. Beograd: Zavod za udžbenike i nastavna sredstva, 1999.

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Bihishtī, Muḥammad. Lectures. Tehran: Islamic Propagation Organization, 1986.

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Roud, Gustave. Lectures. Lausanne: Editions de L'Aire, 1988.

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College, Princeton University Graduate, ed. Lectures. Princeton: Princeton University Press, 1990.

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National Commission on Culture and the Arts (Philippines). National Committee on Archives, ed. Lectures. Manila, Philippines]: National Commission for Culture and the Arts, 1994.

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Marianne, Camus, and Rétif Françoise, eds. Lectures de femmes: Entre lecture et écriture. Paris: L'Harmattan, 2002.

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Brody, Jules. Lectures classiques. Charlottesville: Rookwood Press, 1996.

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Runte, Roseanne. Lectures canadiennes. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1993.

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Book chapters on the topic "Lectures"

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Pear, T. H. "Lectures, Lecturers and Lecturing." In The Psychology of Effective Speaking, 125–47. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032687544-10.

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Zwierlein, Anne-Julia. "“She lectured and attended lectures”." In Transmedia Practices in the Long Nineteenth Century, 113–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003222941-9.

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Tefula, Michael. "Lectures." In How to Get a First, 59–65. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02605-7_9.

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Green, Andrew. "Lectures." In Starting an English Literature Degree, 90–111. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_5.

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Finnegan, Diarmid A. "Lectures." In A Companion to the History of Science, 414–27. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch29.

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Rietig, Katharina. "Lectures." In Innovative Social Sciences Teaching and Learning, 73–90. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41452-7_4.

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Lewis, Marilyn, and Hayo Reinders. "Lectures." In Study Skills for Speakers of English as a Second Language, 65–83. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-137-10590-5_4.

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Moodie, Gavin. "Lectures." In Universities, Disruptive Technologies, and Continuity in Higher Education, 123–41. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54943-3_6.

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Jeffries, William B. "Lectures." In An Introduction to Medical Teaching, 45–60. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_4.

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Merzbach, Uta C. "Lectures." In Dirichlet, 241–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01073-7_16.

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Conference papers on the topic "Lectures"

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"CSS bode lecture and plenary lectures." In 2015 54th IEEE Conference on Decision and Control (CDC). IEEE, 2015. http://dx.doi.org/10.1109/cdc.2015.7402070.

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"Plenary Lectures and CSS Bode Lecture." In 2018 IEEE Conference on Decision and Control (CDC). IEEE, 2018. http://dx.doi.org/10.1109/cdc.2018.8619342.

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"Plenary lectures and CSS bode lecture." In 2013 IEEE 52nd Annual Conference on Decision and Control (CDC). IEEE, 2013. http://dx.doi.org/10.1109/cdc.2013.6759840.

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"Plenary lectures and CSS Bode Lecture." In 2014 IEEE 53rd Annual Conference on Decision and Control (CDC). IEEE, 2014. http://dx.doi.org/10.1109/cdc.2014.7039341.

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Kralj-Iglič, Veronika. "Homage to 15 years of Socratic Lectures." In Socratic Lectures 9. University of Lubljana Press, 2024. http://dx.doi.org/10.55295/psl.2024.d7.

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Abstract: We describe and comment the cultural event that was connected to 9th Socratic Lectures. The event took place May 20 in the Julij Betteto Hall, Kazina, that pertains to Academy of Music, University of Ljubljana. We reflect on the history of Socratic Lectures and under-lying vision integrated in university teaching and scientific work focusing on the students. Socratic lectures initiated in 2008 with a single lecture donated by prof. Bernd Engelmann from Ludwig-Maximilian University, Munich, Germany. The lecture was integrated in the examination of students from the Faculty of Medicine, University of Ljubljana (subject Biomechanics of the hip). Socratic Lectures have been international events based on the scientific excellence and involvement of students at all levels into scientific work with the vision to promote the joy of learning and achieving amply supported by the joy of donat-ing. Keywords: Science-based University Teaching; University Teaching; Scientific Excellence
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Pfennig, Anja. "The challenge of unprepared students in inverted classroom teaching scenarios." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17067.

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In higher education the more and more common teaching method “inverting classroom” comprises of 2 phases: the self-study phase prior to the course and second the in-class or online sessions where discussions take place and students work on projects, extended hands-on lectures or exercises in class. First year mechanical engineering students are offered different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Presence or online plenary lectures offer the opportunity to apply knowledge and transfer different scientific aspects of the course to get the bigger picture. However, there are always students unprepared causing huge diversity, irritating the lecturer and classmates and therefore threatening to imperil the desired learning outcome. This paper offers different practical experiences with no, little and sufficient success from 10 years of experience with teaching inverted.
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Ito, Kyoko, and Hiroki Yoshikawa. "Effects of listening to sutra chanting during breaks in on-demand lecture attendance." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002826.

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On-demand lectures are characterized by the fact that students themselves can freely arrange the lecture format, such as whether or not to take breaks during the lecture. This study aims to construct an effective lecture/training method suitable for on-demand lectures. Considering the time and location constraints of on-demand lectures, this study examines ways to provide adequate relaxation and a change of pace. Therefore, we propose listening to sutra chanting as an effective method during breaks in on-demand lectures. The effects of sutra chanting are considered to be a calm mind, moderate stimulation and a change of mood. An experiment was conducted to confirm the effect of sutra chanting during breaks in on-demand lectures. The participants were 20 university students. As a result, when attending on-demand lectures, we sought changes in subjective evaluation of listening to the sutra chanting during breaks.
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Brandsteidl, Marion, Tanja Mayerhofer, Martina Seidl, and Christian Huemer. "Replacing traditional classroom lectures with lecture videos." In the 8th edition of the Educators' Symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2425936.2425940.

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

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Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.
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Eriksson, Thommy. "THE BAREFOOT LECTURER - RECORDING LECTURES IN VIRTUAL REALITY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0961.

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Reports on the topic "Lectures"

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Sloman, John. Lectures in Economics. The Economics Network, December 2023. http://dx.doi.org/10.53593/n3879a.

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Klumpp, John. NEST Lectures. Office of Scientific and Technical Information (OSTI), February 2021. http://dx.doi.org/10.2172/1766968.

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Sloman, John, and Chris Mitchell. Lectures in Economics. The Economics Network, September 2002. http://dx.doi.org/10.53593/n455a.

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Quinn, Helen R. Lectures on Heavy Flavor Physics. Office of Scientific and Technical Information (OSTI), November 2002. http://dx.doi.org/10.2172/808664.

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Wofford, John. Supercomputer Institute 2020 - All Lectures. Office of Scientific and Technical Information (OSTI), August 2020. http://dx.doi.org/10.2172/1647200.

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Nadel, Lynn, and Daniel Stein. Lectures in Complex Systems (1991). Fort Belvoir, VA: Defense Technical Information Center, August 1992. http://dx.doi.org/10.21236/ada259428.

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Fisch, N. J. Lectures on current-drive theory. Office of Scientific and Technical Information (OSTI), January 1986. http://dx.doi.org/10.2172/6279692.

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Pierce, Robert. Phrasal verbs in academic lectures. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6024.

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Лов’янова, І. В. Форми професійно спрямованого навчання математики у профільній школі. The Academy of Management and Administration in Opole, 2016. http://dx.doi.org/10.31812/0564/2355.

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Objective of the study presented in this article: identify forms of professionally directed teaching mathematics at profile schools. Identify the criteria of selection forms. Show features of the external forms by: lecture, seminar, game. The functions described lesson lectures aimed at professional training. Types of lectures in methodical system of professional training aimed. Show of the classification and choice of the seminar and games. Conclusions from the study indicate described the use of forms depending of level studies of mathematics.
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Temple, Brian Allen. Introduction to Neutronics XTD Student Lectures. Office of Scientific and Technical Information (OSTI), June 2017. http://dx.doi.org/10.2172/1361473.

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