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Journal articles on the topic 'Lectures'
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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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Herawan, Endang, Dede Trie Kurniawan, and Sri Maryanti. "Implementation of Lesson Study Program Through The PJBL Model To Improve The Quality Of Learning Media Products for Primary School Created by Pre-Service Primary Education Teacher." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 30, 2022): 83. http://dx.doi.org/10.26737/jetl.v7i1.2540.
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This elementary school learning media development program aims to provide a picture of improving the quality of learning media product creation for prospective elementary teacher students after carrying out lesson study activities based on the Lecturer Expertise area in the <em>PGSD FKIP Unswagati</em> Cirebon study program. The research method uses descriptive methods. The study population was second-year students prospective teachers of the FKIP <em>Unswagati</em> Elementary School in Cirebon. The expectation of this program is an increase in the ability of lecturers to plan lectures to improve better, the ability of lecturers to implement lectures is expected to be even better. Through this program Lecturers are expected to be able to create a more interesting lecture process. Can make students more active and creative in exploring to produce elementary school learning products that are creative, innovative and fun. This program encourages lecturers to have a well-organized learning structure. Teaching skills such as mastery of the material, use of lecturing media, classroom management, questioning skills and motivating skills of students are trained in this program through the principle of collegiality. Lesson study activities have the potential to increase lecturer professionalism which has an impact on improving the quality of the process and results of lectures. The results obtained from this study were an increase in the quality of lectures conducted by collegial learning based on collegiality of lecturers' colleagues in teaching which was facilitated in the lesson study program.
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Siegel, Joseph. "Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 73–91. http://dx.doi.org/10.1515/cercles-2020-2005.
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AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
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Abbasian, Marjan. "The Possibility of Applying a Real Student- Centered Method in EFL Classes English Department, Cihan University." Cihan University-Erbil Journal of Humanities and Social Sciences 6, no. 1 (June 30, 2022): 113–17. http://dx.doi.org/10.24086/cuejhss.v6n1y2022.pp113-117.
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The current research examined the possibility of applying a real student-centered method in EFL classes of the English department at Cihan University-Erbil, Kurdistan Region, Iraq. To this end, six lectures with different lecturers, different levels and also different subjects were observed in the English department of Cihan university. Some interviews were done with the lecturers and students before and after the lectures randomly in order to get some point from their views toward this novel method. The obtained data revealed that implementing a pure student-centered lecture is impossible and the lecturer need to apply a kind of eclectic method which is the mixture of student-centered and teacher-centered methods in such EFL classrooms.
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Hayati, Rifaatussalwa, Devi Puspita Sari, and Gilang Kartika Hanum. "Catatan Kehadiran Dosen Melalui Management System FO AO." CICES 10, no. 1 (February 25, 2024): 104–14. http://dx.doi.org/10.33050/cices.v10i1.3021.
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Recording the lecturer's attendance at each lecture is a routine that the lecturer must carry out at the start of the lecture. This is proof that a lecturer has carried out his teaching duties and is a determinant in several other matters such as remuneration and lecturer discipline in carrying out lectures. FO AO (Front Office Attendance Online) is one of the management systems implemented by Raharja University, designed with the aim of improving the quality of service information for admin lecturers, heads of study programs and leaders and making it easier for receptionists to operate the system in accordance with the SOP implemented by management. There have been many applications created in previous research regarding lecturer attendance records, including using Android and QR codes. This research was built with a different view using data collection methods and SWOT as a system analyst. The FO AO design implemented uses an analyst system, design system, constructions and testing implementation system. The results of testing that have been carried out show that the FO AO management system in this research can make it easier for officers to provide attendance services to lecturers as a record of their attendance at Raharja University and produce real-time digital information with good data validation
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Mubarak, Mahfuz Rizqi, Nurul Wahdah, Aulia Mustika Ilmiani, and Hamidah Hamidah. "Zoom Cloud Meeting: Media Alternatif dalam Pembelajaran Maharah Kalam di Tengah Wabah Virus Corona (Covid-19)." Arabiyatuna : Jurnal Bahasa Arab 4, no. 2 (November 17, 2020): 211. http://dx.doi.org/10.29240/jba.v4i2.1445.
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This paper explores the stages of speaking skill's online lectures using the Zoom Cloud Meeting media as well as the advantages and disadvantages of the Zoom Cloud Meeting media. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that there were several stages used by lecturers in the implementation of speaking skill lectures using Zoom Cloud Meeting media, namely: (1) Pre-Lecture, (2), Lecture Implementation, (3) and Class Evaluation. There are several features of the Zoom Cloud Meeting media used by lecturers in the implementation of speaking skill lectures such as Schedule, mute & unmute, record, chat, and whiteboards. Researchers also found several advantages regarding the implementation of speaking skill lectures using Zoom Cloud Meeting media such as flexibility in the lecture process, increasing discipline for lecturers and students, and several additional features that can support the smooth implementation of lectures. However, the implementation of lectures using this media is also inseparable from shortcomings such as a poor internet network and limited duration of the free Zoom Cloud Meeting media which can only be used for 40 minutes. From the results of this study, it is hoped that it can provide alternative solutions for lecturers in dealing with online lectures in the midst of the COVID-19 pandemic.
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Suponitskaya, Natalia S. "MULTIMODAL STRUCTURE OF AN ONLINE LECTURE IN GERMAN STUDIES." German Philology at the St Petersburg State University 12 (2022): 288–303. http://dx.doi.org/10.21638/spbu33.2022.115.
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This article focuses on the multimodal structure of the online lecture in German Studies. In a pandemic context, the field of teaching at German universities has responded very quickly to the changes that have taken place in the way of communication. Although the academic lecture is a largely established form of scholarly interaction between professor and students, in distance learning it is being replaced by the online lecture. The various communicative elements (text and images in the presentation, as well as facial expressions and gestures accompanying the teacher’s speech) combine with each other to create a complex and multidimensional form of multimodality. The analysis in this article is based on the classification of online lectures and the model of this multimodal text in scientific Internet communication. The 25 German-language online lectures in linguistics and literary studies posted between 2020 and 2022 on the YouTube platform as well as on the websites of five German universities (e. g. lecture2go.uni-hamburg.de) were selected as research material. The choice of these lectures was caused by their availability on the Internet and their general topic (German Studies lectures). Discourse analysis as well as the method of systematization and classification were used to study the empirical material. Based on lecture transcripts, nonverbal characteristics and audiovisual components three main types of online lectures were identified: two-modal lectures with a predominance of audio and verbal communication channels, the most common three-modal online lectures, in which three main modes of information transmission interact at once: verbal, nonverbal and prosodic. The most complex combination of multimodal means is reflected in the last group of crossmodal lectures, where the lecturer simultaneously duplicates several communication channels in different ways to communicate more effectively with the student audience. To sum up, the analysis allowed us to answer the question, what is the peculiarity of multimodal structure in online lectures and what discursive-communicative strategies are used by German-speaking lecturers for constructing lecture discourse in the humanities field of study.
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Mahdi, Azhari Zulkifli, and Fatanah. "IDENTIFIKASI PROBLEMATIKA PELAKSANAAN KULIAH DARING PADA MASA PANDEMI COVID-19." AL-MUNADZOMAH 2, no. 2 (May 28, 2023): 68–73. http://dx.doi.org/10.51192/almunadzomah.v2i1.583.
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The purpose of this study was to find out the problems faced by students of the Islamic Counseling Guidance Study Program in conducting online lectures during the COVID-19 pandemic, to find out the solutions provided by the study program in addressing the problems felt by BKI students of the Da'wah and Communications Faculty while conducting online lectures. during the Covid-19 pandemic. To achieve this goal, this research uses a qualitative research approach with descriptive research type, with data collection techniques using observation techniques, semi-structured interviews, documentation. The data analysis technique uses descriptive analysis method, which will then be carried out data reduction, data presentation and data verification (drawing conclusions) to analyze the data. The results showed that the problems faced by students in conducting online lectures were that they had difficulties with the internet network, high quotas, too many assignments given by lecturers, and most of the respondents said they did not understand the material presented by the teaching lecturer. This makes it difficult for students and becomes a problem in carrying out online lectures. Furthermore, the head of the study program and lecturers have taken follow-up actions to address the problems felt by students by making a lecture contract that has been agreed upon by both parties between the lecturer and students as well as giving tolerance to students in sending assignments
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Hamdani, Zainal Basit, Mohammad Taufan Asri Zaen, Hairul Fahmi, and Maulana Ashari. "Rekayasa Sistem MONEV Proses Belajar Mengajar di STMIK Lombok." Jurnal Ilmiah Teknik Mesin, Elektro dan Komputer 3, no. 1 (March 14, 2023): 146–60. http://dx.doi.org/10.51903/juritek.v3i1.1958.
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Monitoring activities for the teaching and learning process at STMIK Lombok are currently not fully operational, causing various violations and omissions committed by lecturers and students not known by superiors who should be obligated to carry out this monitoring. Some examples of violations and omissions found were students and lecturers being late for lectures, lectures being held not according to a predetermined schedule, students and lecturers filling out lecture attendance that they did not attend, late submission of lecture documents conducted by lecturers, and lectures not being given in accordance lecturers with lesson plans and syllabus that have been prepared. The process of evaluating lecturer performance is carried out at the end of each semester based on the results of the questionnaire filled in by each student. However, the results of this evaluation are considered to be ineffective because they are still subjective, requiring additional data that is more accurate and measurable so that Management will find it easier to determine what actions need to be taken to improve and develop the quality of education at STMIK Lombok. To deal with the problems, the researchers designed an information system for monitoring and evaluating the teaching and learning process at STMIK Lombok. The analytical method used in this study is PIECES, while the design method used is waterfall, and for testing it uses the Blackbox method. The results in this study are websites built with the PHP programming language using the Laravel Framework and for the database used, namely MySQL. In this system there are 6 types of users that are distinguished according to their respective roles and each role has different access rights. The system is integrated with the system and database of SIAKAD STMIK Lombok. Several monitoring and evaluation units that are processed by the system are lecture documents such as lesson plans, syllabus, grades and student attendance, as well as assessment questionnaires and feedback from students on lectures given by lecturers.
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Маторина, Наталья. "Урізноманітнення лекцій з історії зарубіжної літератури у закладах вищої освіти педагогічного спрямування (на матеріалі творчості Бруно Шульца)." Dydaktyka Polonistyczna 17, no. 8 (2022): 146–60. http://dx.doi.org/10.15584/dyd.pol.17.2022.14.
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In this scientific study, the experience acquired at the Philological Faculty of Donbas State Pedagogical University (Sloviansk, Ukraine) in the diversification of lectures on History of Foreign Literature based on the material of the creative work of one of the most original Polish writers of the 20th century, Bruno Schulz, is discussed. The author of the paper has proposed and characterized the following forms of diversification of lectures on Foreign Literature in institutions of higher education: prospective and anticipatory cognitive tasks of the lecture, among which tasks of a biographical or literary nature are distinguished; multifaceted independent home pre-lecture studies, in particular of a creative nature; registration and organization of the lecture passport; innovative book lecture exhibitions; “translation laboratory” as a structural component of the lecture; graphic organizers; online tours as fragments of a lecture; speeches of higher education applicants in the role of a lecturer; reception of “mirror audience”; musical accompaniment of individual parts of the lecture, etc. All these (and not only) forms, techniques / methods of organizing university lectures are characterized in detail in the applied aspect: numerous options for diversifying lectures on History of Foreign Literature on the basis of the study of the biography and creative heritage of the original and extraordinary Bruno Schulz, a talented and mysterious Galician writer of the first half of the 20th century. Each lecturer’s creation of his/her teaching system is a continuous process that never ends. The lecturer must listen to himself/herself, his/her intuition and mood, which tells him/her about the effectiveness of certain forms, techniques/methods of organizing lecture classes, because he/she has an orientation towards training specialists of the new generation, capable of active professional life under the conditions of innovative development of modern Ukrainian society.
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Anunobi, Chinwe V., and Colette O. Onyebinama. "Trends in Inaugural and Public Lecture Presentations at the Federal University of Technology, Owerri (FUTO), 1986-2019." Information Impact: Journal of Information and Knowledge Management 11, no. 4 (February 22, 2021): 129–37. http://dx.doi.org/10.4314/iijikm.v11i4.12.
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This study is designed to determine the trend of inaugural and public lecture presentations at the Federal University of Technology, Owerri (FUTO), from 1986 – 2019. A total of thirty-five hard copies of the inaugural and thirty-three public lectures were retrieved from the University Library for the research. The frequency of presentation, gender of the lecturers, discipline/programme, subject matter and trend of presentation of the lectures were analyzed using descriptive statistics including frequency tables, percentages, charts and graphs. Findings revealed that only a few lecturers have presented their inaugural lectures compared to the number of Professors in the University. More males had presented lectures, when compared to females. Sciences, Engineering, Agriculture and Management had low presentation. The subjects of the public lecture revolved around and demonstrated the societal challenges and issues at the time of the presentations. Recommendations were made primarily to ensure motivation and policy position on inaugural and public lectures presentation.
Keywords: Inaugural lectures, Public lectures, Research, Universities
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Maimuzar and Nasrul. "Pembelajaran E-Learning Berbasis Web Bagi Pengajar untuk Mendukung Kegiatan Perkuliahan di Politeknik Negeri Padang." Jurnal Ilmiah Poli Rekayasa 12, no. 2 (April 17, 2017): 43. http://dx.doi.org/10.30630/jipr.12.2.41.
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We-based e-Learning System can be used to support lecture’s activity. Lecturer as a teacher need a servise of the Sistim which suitable for their activities. Lecturer’s activities consist of delivering materials, discussion and interaction with their students. Because of that the aplication design is needed to support the activities of lectures. Designing the web based e-Learning System is intended to give a service on the lecture. Lecture can do their teaching activities, delivering the materials and administering it using this e-Learning aplication. From the student side, they have to receive the materials easily from anywhere at anytime. This research have an objective to design a web based e_learning System which give an adequate service supporting the lecturer’s activities. Lecture can use this aplication ti deliver their materials, communicating and interacting with their student, observing the progress of students and give result of learning evaluation from the web. The design and implementation of this e-learning application is based on the requirement of the users. The users consist of lecturer, student, quest, and administrator. The process of aplication design is built within Sistimatical stages. After finishing the design process, the aplication is implemented on the real Sistim. Doing the design testing and functional is to test if the aplication can go well together with design and funtionality.e-Learnign aplication that has been built is designed based on lecturer’s need when doing their lecture’s activities. This e-Learning aplication can be used as contribution for building new aplication or5 improving others that has already exist.
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Widowati, Dyah Mustika Nency, Kodrat Iman Satoto, and Kurniawan Teguh Martono. "Pembuatan Portal Kegiatan Perkuliahan Bagi Dosen Sistem Komputer UNDIP." Jurnal Teknologi dan Sistem Komputer 2, no. 2 (April 30, 2014): 157–61. http://dx.doi.org/10.14710/jtsiskom.2.2.2014.157-161.
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In any lectures, the lecturer must fill journal lectures. Journal of the activity is used to determine the subject matter of the lecture material delivered. In addition as an evaluation if there is material that has not been delivered. Each journal lectures will be always monitored by the Head of the Department to meet its obligations if the lecturers in teaching or not. In the process of implementation, all lectures still be entered manually using paper. It made less cumbersome and complicates monitoring of the Head of Department to monitor any lectures . So the need for making the portal lectures to assist monitoring and lectures journal entry. Making these lectures portals using PHP programming language and MySQL database . As well as using the waterfall method and blackbox testing . Waterfall method includes user requirements, analysis, design, implementation and testing. Blackbox testing is used to test the program without the test of functional design specifications and program code. Used also Entity Relationship Diagram, Data Flow Diagram and in the design of the information system. The results of the application design in the form of web-based desktop application, which is easier for professors to fill any lectures that have been done , knowing the schedule of lectures and the material that was presented at each meeting. As well as Head of the Department to facilitate monitoring any existing faculty.
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Afandi, Yusuf, and Wiji Setiyaningsih. "Sistem Pejadwalan Kuliah Meggunakan Metode Algoritma Genetika pada Program Magister Fakultas Ekonomi dan Bisnis." RAINSTEK : Jurnal Terapan Sains & Teknologi 1, no. 1 (March 29, 2019): 40–47. http://dx.doi.org/10.21067/jtst.v1i1.3069.
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As per the increase in students of the Masters Program, they will also increase the number of hours / lecture schedule. Willingness and readiness for lecturers make it difficult to determine the appropriate lecture schedule. In addition, the difficulty of making the lecture schedule is because there is still no automated system that can specifically schedule lectures. Limitations of available classrooms allow clash of schedules between classes and the complexity of scheduling courses is also experienced when 1 (one) course can be managed by 3 (three) lecturers (lecturer team). This causes a large number of errors in the scheduling process which results in collisions and delays in scheduling so that the learning and teaching process will be hampered if the scheduling process is still manual. This is important for an implementation to help the scheduling process in order to optimize collisions or collision schedules in the lecture process that occurs in the faculty. The results showed 93% of respondents from the aspects of the system, user aspects, and interaction aspects of designing and implementing a lecture scheduling system using genetic algorithms stated that it was very helpful and easy to apply as a tool to assist the process of optimizing lecture scheduling to minimize schedule clashes in lectures in the Masters Program.
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Yasfin, Moh Anwar. "Student Adjustment in Undertaking Online Learning." KONSELING EDUKASI "Journal of Guidance and Counseling" 6, no. 1 (June 4, 2022): 117. http://dx.doi.org/10.21043/konseling.v6i1.17044.
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<p class="06IsiAbstrak"><strong>Student Adjustment in Undertaking Online Learning</strong><strong>. </strong>This study aims to reveal the Problems of Student Adjustment in Undertaking Online Learning. Research on the Problems of Student Adjustment in Undertaking Online Learning was carried out using a qualitative approach with the type of field research with data collection techniques using Interview, Observation and Documentation Techniques. The research subjects or informants in this research are students and lecturers of IAIN Kudus. The results showed that when they first took online lectures, students could not adapt because they had not found a way to make this lecture not boring. However, with the passage of time and have gotten used to learning online at home. The form of student adaptability in undergoing lectures from always being active to being absent online, listening, and responding to material in every online lecture. In addition, there are also students who have not been able to adapt to undergoing online lectures, because online lectures only look at cellphones and laptops and without any interaction between friends or with lecturers, besides that students feel that for some courses there must also be practice and direct explanations from the lecturer.</p><p><strong><br /></strong></p><p><strong>Keywords:</strong> Adjustment, Student, Online Learning</p>
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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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Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.
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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.
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Liantoni, Febri, Rachman Arief, Nanang Fakhrur Rozi, and Anwar Sodik. "Peningkatan Proses Pembelajaran Melalui Pelatihan Kuliah Online bagi Dosen." Jurnal Pengabdian Pada Masyarakat 4, no. 1 (April 30, 2019): 105–10. http://dx.doi.org/10.30653/002.201941.65.
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IMPROVING LEARNING PROCESSES THROUGH ONLINE LECTURE TRAINING FOR LECTURERS. The development of information and communication technology sophistication is undeniable. One form of technological development is the Internet. With the Internet, we can receive and access information in various formats from all corners of the world. The presence of the Internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training was conducted with the Google classroom application introduction material. The results obtained during the training showed very high lecturer enthusiasm. Training makes lecturers have the ability to better manage lecture materials, can arrange quiz schedules or assignments regularly every week, the ability of lecturers in interpersonal communication also increases with class collaboration.
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Putri Anzari, Prawinda, and Seli Septiana Pratiwi. "What's Missing? How Interpersonal Communication Changes During Online Learning." Asian Journal of University Education 17, no. 4 (November 25, 2021): 148. http://dx.doi.org/10.24191/ajue.v17i4.16213.
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Abstract: During the Covid-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures.
Keywords: higher education, ICT skills, interpersonal communication, online learning
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Mustari, Mustari, and Hadyan Hashfi MS. "PENGUATAN PENDIDIKAN KARAKTER PADA MATA KULIAH WAJIB KURIKULUM (MKWK) DI UNIVERSITAS NEGERI MAKASSAR." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 20, no. 1 (May 14, 2024): 16. http://dx.doi.org/10.35329/fkip.v20i1.5003.
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This study aims to determine the strategy for implementing MKWK lectures to support strengthening character education at Makassar State University. The type and approach of this research is descriptive with a qualitative approach. The data collection technique is a questionnaire/questionnaire.The results of the study indicate that students who participate in MKWK generally know and understand that MKWK is a course that functions to shape dignified student character and civility, knowing the nature of MKWK is a course that strengthens students' spiritual commitment. In general, the respondents stated that the information was obtained from MKWK lecturers. Related to the character values that will be achieved by MKWK. Regarding the lecture strategy by MKWK lecturers, respondents also stated that the lecturer used the discussion and question and answer method, as well as problem solving case studies associated with strengthening character education. MKWK lecturers in the lecture process have developed intellectual (thought) aesthetic (taste), ethics and spiritual (heart), in developing and implementing teaching materials by integrating and connecting real life as part of the cash method, taking into account the problem of local wisdom. MKWK lecturers in terms of delivering character values, in this case smart, honest, caring, tough and academic culture are also the focus of attention in the process of implementing lectures.
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Fitria, Tira Nur. "Analysis of English lecturer assessment using academic information system (SIAKAD) institution." Journal of Applied Studies in Language 7, no. 1 (July 26, 2023): 86–98. http://dx.doi.org/10.31940/jasl.v7i1.86-98.
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This research describes the English lecturer’s assessment by students in odd semesters in the 2022/2023 academic year using Academic Information System. This research is descriptive qualitative research. This research uses data from questionnaire results from SIAKAD or Sistem Informasi Akademik Institut Teknologi Bisnis AAS Indonesia at siakad.itbaas.ac.id. The finding shows that ITB AAS implements monitoring of lecturers in carrying out their teaching duties by allowing students to fill out questionnaires “Lecturer Assessment by Students” by filling in SIAKAD, especially in the odd semester of 2022. Students must fill in a value, which ranges from 0-4, each questionnaire consisting of 43 questions. The questions used for obtaining lecturer assessments by students in the form of a checklist regarding lecturer performance in daily lecture activities in odd semesters 2022/2023 include aspects of lectures including planning, implementation, evaluation, and lecturer’s personality. There are 32 students from S1 Accounting study program fulfill the questionnaire. From the questionnaire, it is obtained an average rating of 3.83 on a scale of 0-4 or with “Very Good” criteria. It also shows that most dominant students choose the score (4) which shows the students perceive positively about English lecturers in the teaching and learning process. The further research needs to be implemented to know more classes and students about their ‘perception’ toward the English Language Teaching (ELT) process during one semester.
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Hidayat, Rian, and Syafwandi Syafwandi. "the implementation of digital audio workstation learning in digital music at art drama, dance, and musicstudy program of padang state university." LANGGAM International Journal of Social Science Education, Art and Culture 1, no. 03 (October 28, 2022): 26–34. http://dx.doi.org/10.24036/langgam.v1i03.10.
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This study aimed to determine, describe and analyze the facilities and infrastructure for Digital Music lectures at the Art, Drama, Dance and Music Study Program of UNP, the use of DAW as the primary medium for learning Digital Music at the Art, Drama, Dance and Music Study Program, Universitas Negeri Padang, and the implementation of digital audio workstations in the Digital Music lectures of the Art, Drama, Dance and Music Study Program, Universitas Negeri Padang. This type of research was descriptive qualitative research. The main instrument in this study was the researcher himself and assisted by supporting instruments such as stationery, camera, memory card /flash disk, and mobile phone. This study's data sources were lecturers and students of the Art, Drama, Dance and Music Study Program, Universitas Negeri Padang. The informants of this research are lecturers in Digital Music lectures at the the Art, Drama, Dance and Music Study Program, Universitas Negeri Padang. Data collection techniques were carried out using library research, observation, and interviews. The steps to analyze the data were data collection, data reduction, data presentation, and concluding. The results showed inadequate facilities and infrastructure for digital music lectures. The facilities and infrastructure only use computers and soundcards in digital music lectures.
Meanwhile, the facilities needed in digital music lectures are computers, soundcards, mixers, microphones, and midi controllers. The Sibelius, Nuendo, and fruity loop software were used in this lecture. However, students still expect the provision of software from the lecturer without trying to download the software. The implementation of the classes for this course went well. It was following the RPS used by the lecturer in charge of digital music courses, so the material provided was well conveyed. However, in implementing a Digital Audio Workstation, many students could not operate it properly, whether operating Sibelius, Nuendo, or fruity loop. As music academics, students should at least master notation writing and music editing to have skills in work after graduating from college.
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Yurakh, Omelian, Bohdana Pavlykivska, Oksana Popadynets, Zoriana Kocherha, Mykhaylo Pastukh, Halyna Yurakh, Taras Kotyk, Mariya Hryshchuk, and Nataliya Dubyna. "BINARY LECTURE AS A METHOD OF THE EDUCATIONAL PROCESS OPTIMIZATION IN A MEDICAL UNIVERSITY." Clinical anatomy and operative surgery 20, no. 1 (August 28, 2021): 48–55. http://dx.doi.org/10.24061/1727-0847.20.1.2021.09.
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The peculiarities of preparation and performance of two kinds of binary lectures which are a binary lecture- dispute and an interdisciplinary binary lecture are in detail described in this paper. They diff er in their essence, aim, tasks, means of preparation, the choice of lecturer- partner, the format of the material.The aim of the binary lecture- dispute is to organize a controversy on a problematic issue between two lecturers. The more lively the discussion, the more interesting it is for the students, and the easier it is to involve them into the discussion. The form of presenting the material is a powerful motivational stimulus. The professional competence of lecturers can be diff erent, their communication, expressiveness and acting skills are more important. Mostly they are teachers of one department. There is no necessity to distribute lecture material and time between lecturers. It also does not require rehearsals without students. Such a lecture is more interesting for them.The aim of the interdisciplinary binary lecture is to show the interdisciplinary continuity, when the basic data of one discipline are necessary for mastering of another one. It does not involve any dispute and is presented as a consistent monologue of two lecturers. It is not possible to involve the students, because previously acquired knowledge is forgotten, and the knowledge provided – is still unknown to them. Motivation for students is only the relevance of the theme and lecture skills. The lectures are always delivered by tutors of diff erent disciplines. Their intellectual and psychological compatibility and the same level of professionalism are also very important. The volume of lecture material is always increasing. It requires rehearsals without students. It is more di ffi cult for teachers in its preparation and implementation.
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Ibrahim, Noor Mala, and Ummul Khair Ahmad. "Content-organizing Metadiscourse in Malaysian Undergraduate Engineering Lectures: Towards Improvement of Lecture Delivery." LSP International Journal 7, no. 2 (November 30, 2020): 89–105. http://dx.doi.org/10.11113/lspi.v7.16347.
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The continuing importance of the English language has resulted in a growing number of academic lectures being delivered in English. Academic lectures, which are commonly associated with information-loaded delivery by an authoritative figure trying to impart knowledge instrumental for some future undertakings of the audience i.e. students, continue to become a subject of interest due to their precariousness contributed by many different forces (e.g. subject matter, instructors, students, technology, etc.). With English as the medium of instruction, academic lectures provide many other aspects of interest to researchers and one of them concerns lecture comprehension problems faced by students. Students vary in their English language proficiency, but the demands expected of them to function in an academic lecture conducted in English are the same. This chapter reports on how Malaysian lecturers organize their academic lectures, by focusing on the discourse functions of managing topics and managing phoric using the linguistic framework of metadiscourse. Findings show that lecturers are sensitive to the needs of their students to follow the lectures and the demands of academic lectures. The pedagogical implications based on the findings are presented.
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Ramadhani, Nilam, and Novan Fajarianto. "Sistem Informasi Evaluasi Perkuliahan dengan Sentimen Analisis Menggunakan Naïve Bayes dan Smoothing Laplace." JURNAL SISTEM INFORMASI BISNIS 10, no. 2 (December 20, 2020): 228–34. http://dx.doi.org/10.21456/vol10iss2pp228-234.
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A good lecture is certainly a goal so that students achieve maximum learning outcomes. In order for good lecture quality, lecture evaluation needs to be done,beside lecturer professional competency training. In order to improve the quality of lectures, Departement Informatics of Madura University (UNIRA) evaluates lecturers' performance in each semester. Form of evaluation is a questionnaire that filled out by students.Results of the questionnaire, then it is analyzed to find out whether the comments are positive, negative, or neutral. The method that can be used to solve the problem of sentiment classification analysis is Naïve Bayes that combined with text processing techniques.The data comments that collected are 342. After grouping the comments by subject, there were 31 comments for subject Human and Computer Interaction (HCI). In this data comments then performed data cleaning, data transformation, text processing and labeling. Then classifying comments using Naïve Bayes with Smoothing Laplace. Results of accuration obtained an accuracy to 80%. The results of implementation Naïve Bayes algorithm with Smoothing Laplace, it can be seen the sentiment analysis of the subjects that lectures taught.
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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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FRIEDLAND, GERALD, LARS KNIPPING, and ERNESTO TAPIA. "WEB BASED LECTURES PRODUCED BY AI SUPPORTED CLASSROOM TEACHING." International Journal on Artificial Intelligence Tools 13, no. 02 (June 2004): 367–82. http://dx.doi.org/10.1142/s0218213004001582.
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This article presents a system that maps classroom lectures directly into web based education lessons. In the classroom, the lecturer writes on a wide, pen sensitive display. The system tracks all actions and makes it possible for the lecture to be replayed from the web any time. The remote viewer can follow the progress of the lecture: Audio, the creation of the board content, and an optional video image of the instructor is transmitted. In addition to usual drawing functionality the board can handle a range of multimedia elements from the Internet. The board can integrate different kinds of modules, invoked by board drawings. One of these modules is described here: A computer algebra system that evaluates mathematical expressions or plots functions is placed at the lecturers disposal by a handwriting recognition.
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Ariadni, Dwi Karina, Siti Zahara Nasution, and Reni Asmara Ariga. "Factors Affecting Nursing Students’ Learning." Caring: Indonesian Journal of Nursing Science 2, no. 1 (July 21, 2020): 49–55. http://dx.doi.org/10.32734/ijns.v2i1.4167.
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High learning motivation is influenced by some factors from intrinsic factor (in self) and extrinsic factor. This study aims to describe the intrinsic factors and extrinsic factors in learning motivation. This is a descriptive design study with quota random sampling. 90 respondents were involved in this study. Results of intrinsic factors measured by interest in the field of knowledge studied: 47.8% of respondents collect tasks given in accordance with the time set, and 41.1% of respondents diligently follow the lecture. The results of the study of extrinsic factors are measured by the quality of lecturers who teach: 51.1% of lecturers often provide questions clearly and briefly. Based on the method of lecturing: simulation methods in the laboratory often increase the motivation to learn. Based on the lecture’s room: 57.8% stated that a clean lecture’s room can improve the concentration of learning. Based on the complete book in the library: 47.8% encourage respondents to do the task quickly. Based on the learning facilities: 47.8% are always motivated to learn if the lecturer uses LCD. Support of parents (76.7%) in meeting the needs of respondents in learning.The management of nursing education is suggested to motivate students during lectures based on intrinsic factors and extrinsic factors. Keywords : learning motivation, affecting factor, nursing student
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Hof, Yael Tal. "Escorting and Feedbacking Lecturers in Building Lesson Plans Using PowerPoint Software in the Training Center for Nurses." Journal of Education and Culture Studies 3, no. 3 (August 9, 2019): p276. http://dx.doi.org/10.22158/jecs.v3n3p276.
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One of the challenges of today’s lecturers in training centers for nurses is to teach large classes of over 60 students, maintain eye contact with students, ensure understanding, manage a structured lesson and change it according to the class mood. The lecturer must “feel” the class and, accordingly, conduct the lesson. The lecturer develops these skills over time and experience. Today, most of the lecturers prepare lesson plans using PowerPoint (PPT) presentations. It is a simple, user-friendly software that allows to combine images, videos, text, and graphs. In Israel, students learn to use this software even in elementary schools, but as lecturers there is a considerable gap using this tool, which affects the lecture’s efficiency and quality. New lecturers who use presentation in their lecture do not necessarily know how to properly build a presentation. This may lead to the lecturer and lesson’s low evaluation by the students, claiming the presentation is unclear, confusing, discontinuous. Therefore, the question is whether the organization inviting the lecturer has responsibility for the contents and the way of lecturing? Like a news anchor before reading the news, the editors check the content and how it is written, or before publishing a newspaper article it is reviewed and edited. In Ted lectures, the lecturers are the content experts and the knowledgeable, but before these lecturers go up to the stage and speak, media experts work with them on the presentation and clear and elegant message convey. Thus, it is possible to prevent or influence to a certain extent the lesson’s low assessment by students at least in part of using a presentation. The lecturer is part of the organization, which wants to convey a message to the students that the organization is serious, professional and relevant.This article, will present three new lecturers in one of the largest academic training centers in Israel for nurses, who have prepared lesson plans of their choice using PowerPoint (PPT) software. The problems arose in the presentations preparation will be presented, and as a result, the importance that the academic training center will provide support in feedback to improve lesson plans using this tool before entering the lecture.
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Afwan, Zul, Wahyu Joni Kurniawan, and Pandu Pratama Putra. "Pembangunan Aplikasi Manajemen Tugas Mahasiswa Berbasis Mobile Android." J-SAKTI (Jurnal Sains Komputer dan Informatika) 1, no. 2 (September 27, 2017): 203. http://dx.doi.org/10.30645/j-sakti.v1i2.44.
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The task of the student is one of the assessment of student learning outcomes, the students who do not collect the task due to forgetting or not knowing the duty of the lecturer is very detrimental to the students. The tasks collected with the softcopy type sometimes troubled the students in collecting and also making it difficult for the lecturers to make all student assignments. By utilizing technology in supporting the lectures, mobile applications that are built to help students and lecturers in the lecture. Applications are built consisting of two sides, the first web application that will be used lecturers concerned in managing student tasks. Second, mobile-based applications that will be paired to student mobile devices that will interact with lecturers.
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Wang, Hu, and Jianpeng Hu. "Intelligent lecture recording system based on coordination of face-detection and pedestrian dead reckoning." PeerJ Computer Science 8 (May 17, 2022): e971. http://dx.doi.org/10.7717/peerj-cs.971.
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Automatic lecture recording is an appealing alternative approach to manually recording lectures in the process of online course making as it can to a large extent save labor cost. The key of the automatic recording system is lecturer tracking, and the existing automatic tracking methods tend to lose the target in the case of lecturer’s rapid movement. This article proposes a lecturer tracking system based on MobileNet-SSD face detection and Pedestrian Dead Reckoning (PDR) technology to solve this problem. First, the particle filter algorithm is used to fuse the PDR information with the rotation angle information of the Pan-Tilt camera, which can improve the accuracy of detection under the tracking process. In addition, to improve face detection performance on the edge side, we utilize the OpenVINO toolkit to optimize the inference speed of the Convolutional Neural Networks (CNNs) before deploying the model. Further, when the lecturer is beyond the camera’s field of view, the PDR auxiliary module is enabled to capture the object automatically. We built the entire lecture recording system from scratch and performed the experiments in the real lectures. The experimental results show that our system outperforms the systems without a PDR module in terms of the accuracy and robustness.
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Anggono, T., I. Ruslan, C. Anditya, D. G. Cendrawati, and M. I. A. Irsyad. "Assessing the feasibility of migration policy from LPG stoves to induction stoves in Indonesia." IOP Conference Series: Earth and Environmental Science 1041, no. 1 (June 1, 2022): 012039. http://dx.doi.org/10.1088/1755-1315/1041/1/012039.
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Abstract Assessing the progress of lectures ensures the involvement of lectures in the exercise of science dissemination by research, education, and community service. That job affects the performance of lecturers at universities throughout the country. The performance of lecturers is evaluated regularly because of the vast number of evaluation attributes. Manual assessment can take time and cannot be carried out. In the evaluation of lecturer’s outcomes, a decision support model is needed to facilitate decision making. This study applies the preference ranking organization method for enrichment assessment (PROMETHEE) as a decision model in Multi-Criteria Decision Making (MCDM) and Geometric Analysis for Interactive Aid (GAIA) as a geometric analysis in determining lecturer performance. This analysis resulted in the maximal value of an alternative of 2 with Phi 0.2333, followed by 1 and 3 alternatives. These results suggest that alternative 2 is the best way to assess the performance of lecturers as the main indicator. Alternative 3 is the least recommendable alternative because of its lowest precision on the basis of visualization results.
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Saputra, M. A. Ade, Amrifan Saladin Mohruni, and Irsyadi Yani. "WORK SCHEDULING PROGRAM DESIGN FOR LECTURE ATTENDANCE CONTROL AND LECTURER WORKLOAD CALCULATION WITH FINGERPRINT AND RFID IDENTIFICATION DEVICE." Indonesian Journal of Engineering and Science 2, no. 3 (September 8, 2021): 001–10. http://dx.doi.org/10.51630/ijes.v2i3.24.
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The essential factor in achieving a good learning process is discipline in the lecture process. Students and lecturers are encouraged to be disciplined and active participants in the lecture process, allowing the Lecturer's principal duty of transforming and disseminating science and technology to become more concentrated. Furthermore, to eliminate overlapping lecture schedules, lecture hours, and lecture venues that do not meet needs, it is easier for stakeholders to monitor and regulate lecturers' and students' lecture attendance so that quick and accurate decision-making can be done. To establish discipline in school utilizing biometric identification technology (fingerprints) and Radio Frequency Identification (RFID) technology, developing application software to make it easier to manage work schedules is required. The Work Scheduling program is an online application built with the PHP programming language, MySQL database, and fingerprint and RFID identification support devices that are expected to be effective and efficient tools in the process of scheduling lectures and recording lecture attendance of students and lecturers, making it easier to publish lecture schedules.
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Wibowo, Ari, and Bambang Satrio Nugroho. "ANALISA KEPUASAN PEMBELAJARAN DARING MAHASISWA STMIK SINAR NUSANTARA SURAKARTA DI MASA PANDEMI COVID-19." JURNAL ILMIAH EDUNOMIKA 6, no. 1 (January 20, 2022): 236. http://dx.doi.org/10.29040/jie.v6i1.4114.
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The learning process during the COVID-19 pandemic is carried out online, students and lecturers carry out lecture activities at their respective homes. Online learning can be carried out using hardware devices (laptops, smartphones, internet) and application software (google classroom, google meet). With both students interacting in online lectures with lecturers, but from some information/news we get that students prefer to study offline rather than online. This study aims to determine student satisfaction in online learning seen from the components of hardware, software and lecturer involvement. The result is that the variable of lecturer involvement has a significant and positive effect on student satisfaction in online learning with a path coefficient value (β) = 0.565. SmartPLS also produces a determination coefficient value of 39%. Exogenous variables affect endogenous variables.
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S, Suyoto, Sudargo S, Rosalina Br Ginting, and Nur Azis Rohmansyah. "Online Learning Process and Results in Indonesia." Journal of Anthropology of Sport and Physical Education 6, no. 2 (April 15, 2022): 15–19. http://dx.doi.org/10.26773/jaspe.220403.
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The focus of this research is (1) to describe and analyze how the process of online lectures at Universitas PGRI Semarang, and (2) to describe and analyze how the results of the implementation of online lectures at Universitas PGRI Semarang in suppressing disparities in higher education quality. Therefore, the purpose of this research is to monitor and evaluate the implementation of online learning at Universitas PGRI Semarang through the mechanism of online learning guidelines by the Quality Assurance Institute. This research uses a mixed method or often referred to as a mixed method. Data collection for the online lecture process was captured by using an online lecture implementation questionnaire filled out by students and lectures via googleform. The second data is student learning outcomes/achievements downloaded from the Universitas PGRI Semarang Lecture Information System (SIP). The results of the implementation of online lectures at Universitas PGRI Semarang are still not in line with expectations. Because students who carry out online lectures are not necessarily in a place with stable internet access, even though on the other hand online lectures require good internet access not only from the lecturer side but also from the student side. The limitations experienced by these students can cause the understanding of the material that has been delivered by the lecturer can not be maximized. The conclusion of the implementation of lectures are still not maximized so that it needs to be addressed immediately by increasing the effectiveness and efficiency of learning, one way is by providing education quota assistance or carrying out blended learning by taking into account the principles of the Covid-19 prevention protocol.
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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (March 1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.
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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.
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Boru, Meiton. "An." Telekontran : Jurnal Ilmiah Telekomunikasi, Kendali dan Elektronika Terapan 7, no. 2 (February 20, 2020): 136–44. http://dx.doi.org/10.34010/telekontran.v7i2.2632.
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The purpose of this study is to optimize the the lecturing schedule using the Ant Colony Optimization (ACO) algorithm. The method developed will find an optimal solution of lecturing schedule where there are some limitations that must be considered. These limitations include being a lecturer or a class that can only be scheduled to lecture a maximum of two times in a row. Another limitation is that two adjacent level may not be scheduled at the same time, because there is a possibility that students will repeat a lecture. The third limitation is that there should be no lecturers or classes that conduct lectures with too high a frequency one day. And the fourth limitation is the alternative time where lecturers can teach will be limited due to other activities that must be carried out by the lecturer. So that the course scheduling case can be solved using the ACO algorithm, a graph is made where each node is the name of the course that must be scheduled. The path created by the ants from the initial node to the end node will contain the order of courses that must be carried out one week. Based on the test results, the ACO algorithm has succeeded in scheduling courses involving 38 subjects, 4 class forces, 6 recovery locations and 12 lecturers supporting the courses. The scheduling solution obtained has a fitness value of 0.0092. Where there are no lecturers who have a high teaching frequency one day, but there are 12 class schedules that cause a class to follow a high frequency of lectures. And there are 4 courses scheduled to be close together. This final performance is considered quite good and shows that ACO has been successfully used to optimize course scheduling.
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Victoria Nkemjika Emmanuel, Bright Uzoma Ezeoha, and Victor Chibunna Enyinnaya. "Development and execution of a notification system for lectures in universities." World Journal of Advanced Research and Reviews 23, no. 1 (July 30, 2024): 1093–98. http://dx.doi.org/10.30574/wjarr.2024.23.1.2087.
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The aim of this work is design and implementation of a lecture alert system for Computer Science Department which makes use of Short Message Service (SMS) to enable lecturers to know when they have lectures and also deliver the venue, department, day, date and time to their phones. The motivation for this work is due to the challenges of the consistence report of errors in the process of filling and allocating the lectures on the time table, lack of effective record system or database system to store the record of time table and clashes of lecture because one venue can be allocated to different lecturers at the same time. The methodology that will be employed in this study is the object-oriented analysis and design methodology (OOADM) which will make use of the following programming languages; JavaScript for controls and flexibility, PHP for effective linking and communication with the database machine, HTML for browser communicator, a database machine, MySQL, and macromedia flash (11.0) for the video output display. The expected result that will be obtained is to a design a conventional lecture alert system using Short Messaging Service (SMS), also to provide a new method of checking lectures using mobile phone short messaging service work and to alert students ahead of their lectures and inform them of the venue of the lecture.
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Tyagunova, Tanya, and Christian Greiffenhagen. "Closing seminars and lectures: The work that lecturers and students do." Discourse Studies 19, no. 3 (May 4, 2017): 314–40. http://dx.doi.org/10.1177/1461445617701992.
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Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
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Harris, Richard, Birtill Pam Blundell–, Sutherland Ed, and Pownall Madeleine. "Students’ perceptions of online lecture delivery: An empirical mixed-methods investigation." Psychology Teaching Review 27, no. 1 (2021): 69–78. http://dx.doi.org/10.53841/bpsptr.2021.27.1.69.
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As the Covid-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020–2021 academic year. The debate surrounding the pedagogic utility of pre-recorded ‘asynchronous’ versus live ‘synchronous’ lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities.
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Bubenhofer, Noah. "Bilder in Vorlesungen, Hörsäle als Bilder: diagrammatische Überlegungen." Zeitschrift für germanistische Linguistik 49, no. 3 (December 2, 2021): 596–622. http://dx.doi.org/10.1515/zgl-2021-2040.
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Abstract Visual material plays a central role in lectures to illustrate the spoken word or to show objects of knowledge. Historically, the question arises as to when which methods were used and what their functions were and still are today. In a further diagrammatic perspective on the setting of the lecture, however, other aspects of pictoriality must be included: For example, there is a tradition of storing, commenting on, processing and editing lectures by the audience, which leads, for example, to transcripts that transform the lecture medially. Yet these techniques are embedded in an ensemble of diagrammatic practices of lecture organisation, which can be understood as „instructions for use“ for both lecturers and listeners. From a diagrammatic perspective, it becomes clear that the diagrammatic orders applied in and by lectures are not simply ornaments of the lecture, but have a knowledge-constitutive effect.