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Darrell J. R. Evans 《Anatomical sciences education》2022,15(6):1145-1151
The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands. 相似文献
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《Journal of Further & Higher Education》2012,36(4):397-406
The traditional, didactic lecture is under attack from diverse quarters. With its origins rooted in the emergence of orality, the lecture now stands as only one of a plethora of educational communication tools, and has been subject to criticism particularly by constructivists for failing to deliver deep and effective learning experiences. This article explores the lecture's advantages and limitations in the context of evolving teaching practices and technologies, and posits that the strength of the lecture lies in its immediacy and presence. Its future survival and evolution must exploit this powerful asset to enhance student learning through engagement and interaction. 相似文献
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Paul Joseph‐Richard Tansy Jessop Godwin Okafor Timos Almpanis Daran Price 《British Educational Research Journal》2018,44(3):377-392
Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus‐faced reality. On the one hand, it enhances lecturer self‐awareness, planning and conscious ‘performance’; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state‐of‐the‐art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button. 相似文献
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McVaugh Nathan K. Robinson Daniel H. 《Educational technology research and development : ETR & D》2022,70(3):807-821
Educational technology research and development - Classroom response systems (i.e., clickers) have become increasingly popular to facilitate student learning. Unfortunately, the common practice of... 相似文献
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Yong-Teng Lin 《Interactive Learning Environments》2019,27(1):86-102
Online video-based learning has been increasingly used in educational settings. However, students usually do not have enough cognitive capacity and metacognition skills to diagnose and record their attention status during learning tasks by themselves. This study thus presents an attention-based video lecture review mechanism (AVLRM) that can generate video segments for review based on students’ sustained attention status, as determined using brainwave signal detection technology. A quasi-experiment nonequivalent control group design was utilized to divide 55 participants from two classes of an elementary school in New Taipei City, Taiwan, into two groups. One class was randomly assigned to the experimental group, and used video lectures with the AVLRM support for learning. The other class was assigned to the control group, and used video lectures with autonomous review for learning. Analytical results indicate that students in the experimental group exhibited significantly better review effectiveness than did the control group, and this difference was especially marked for students who had a low attention level, were field-dependent, or were female. The findings show that AVLRM based on brainwave signal detection technology can precisely identify video segments that are more useful for effective review than those picked by student themselves. This study contributes to the design of learning tools that aim to support independent learning and effective review in online or video-based learning environments. 相似文献
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C. Michael Elavsky Cristina Mislan Steriani Elavsky 《Learning, Media and Technology》2011,36(3):215-233
This article employs a mixed‐method approach to examine the outcomes produced by using Twitter in a large‐lecture course as a means to assess the pedagogical impact and potential of Twitter’s contribution to large‐lecture course dynamics. In doing so, it seeks also to explore the broader relationship between methodologies and outcomes. Exploratory in nature and design, this study proceeds from the recognition of the inherent limitations and unpredictability in investigating how new technologies transform social patterns. Such an approach allows us to question how the mode and design of our research ultimately frame the interpretation and understanding of how social media intersect and impact classroom dynamics and their potential contributions for developing more effective pedagogical strategies and outcomes. 相似文献
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In this study, we aimed to understand experience of students about transition from lecture mode to case study pedagogy in business management courses. Indian education system is predominantly a follower of the lecture mode of teaching from the grass-root level till graduation. Hence Indian students are relatively less familiar with the case based teaching method. In recent times, the case pedagogy has been rapidly replacing the lecture mode in higher education institutes of India, especially at the business management colleges. We conducted a grounded theory based interview of 33 post graduate students enrolled in a business school (B School) in India, which incorporated a pedagogy shift from lecture to case method during academic session 2010–2011. We found that some of the major factors which facilitated the transition process of the students to this new style of learning were previous educational background, prior work experience, course evaluation methods, institute policies and proper orientation through preparatory sessions. Our findings substantiated extant studies conducted in the context of western countries. The findings also provide a systematic analysis of the various issues in incorporating such pedagogic shifts, which may help academicians to successfully troubleshoot any problems associated with commencement of case based teaching in the Indian context. 相似文献
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This paper seeks to throw new light on an important source for the History of Education, the Reading school book. Within a larger research project we are carrying out on formation of primary schools in the city of Buenos Aires, the Reading book has surfaced as a key documentary source. Our point is that the Argentine Nation State needed an architectonic dimension in configuring its primary school, a dimension that used readings and images that were distinct from material resources that traditionally signified national importance. In brief, Argentina had to turn the primary school into a place easily recognizable for what happens inside ‐ teaching and learning ‐ and for what that teaching and learning stood for. the Nation‐State in its capital city. Reading books took on an important role in this nation buildingprocess, through both iconographie and textual materials that conveyed various ways of imagining school space, especially a poetic sense of space which signified multiple modes of representation and assertion. The most interesting aspect in the paper is its use of the spatial viewpoint, along side of the material aspect of school buildings. The words and images printed in Reading books, their variance and dominance, go beyond the material and evoke the sense and meaning of space in a broader sociohistorical framework. 相似文献
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传统的小学语文课堂教学注重“以本为本”,突出“三个中心”,是教师将自己拥有的知识传授给学生,是教与学两方面的机械叠加。教师的预设使课堂变得死板、机械、沉闷,缺乏活力。新课标提倡“动态生成”,怎样使小学语文课堂动态化,让语文教学更开放、更具生命力呢?我们可从以下三 相似文献
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Grace Y. Choi 《Educational Media International》2018,55(1):49-63
Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey (N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed. 相似文献
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戴安娜王妃于97年一场车祸中香消玉陨。这朵英伦玫瑰的凋零引来了世人无限的哀痛和惋惜,而她本人也已成为一则悲剧传奇。她的魅力与爱心,她的痛苦与不幸,她的一切都曾是,也将继续是传媒公众注目的焦点。 相似文献
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0,China)In this paper,the differentiation principle is used to handle planar dimension chains.It simplifies the process of analysis,improves the accuracy and rationality of calculation because of considering the angular deviation that is usually ignored by the engineer.We put forward some relatively simple and efficient formula,and analyze dimension tolerance zone 相似文献
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Hollie Byrne Barbara Dooley Amanda Fitzgerald Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes. 相似文献
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Adriana Auyuanet Helena Modzelewski Silvia Loureiro Daniel Alessandrini Marina Míguez 《European Journal of Engineering Education》2018,43(1):55-64
This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses. 相似文献
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Lee Andresen 《International Journal for Academic Development》2013,18(1):38-49
Abstract The paper addresses the questions of identity, ethics and organization for academic developers ('AD’ is used as an umbrella for academic staff development plus a number of other academic‐related professional university roles). It inquires into the degree of role differentiation between this occupational cluster and others that resemble it, outside as well as inside the universities. It argues, following Clark and Boyer, that ‘AD’ is both a scholarly and an academic pursuit, and adds that it is characterized uniquely by its focus on change and development, and that the nature of its ‘discipline’ is somewhat problematic. The paper examines the occupational freedoms of AD people and their special knowledge‐base, and argues for a ‘temptations‐based’ rather than a ‘virtues‐based’ approach to creating an ethical schema. It concludes with observations about how to achieve a firm professional identity for AD and recommends new organizational machinery to both politicize and defend the distinctive AD role in academia. 相似文献
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Undergraduate university students (n = 132) completed a questionnaire containing measures of psychological variables, verbal ability, an evaluation of their course of study, and demographic characteristics. We also had access to their academic results. We examined the relationships among these variables, especially the psychological variables, and compared them with those posited by recent theoretical work that makes connections among motivation, self‐regulation, and self‐efficacy. We then looked at which variables predicted academic achievement. The sample contained two sub‐samples: mature‐age students who had entered university via an enabling program; and younger students who entered university on the basis of high school results. With universities under severe financial pressure, university‐run enabling programs must demonstrate their effectiveness in terms of students’ successful progress in undergraduate degrees if they are to continue. We compared these two groups of students on the measures noted above. 相似文献