Interactive lectures: a case study in a geographical concepts course

Charman, Dan J.; Fullerton, Hazel

doi:10.1080/03098269508709288

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…lecturers) experience this as a feeling that they cannot get any discussion going and so lose much sense of how well the material is going over. This general diagnosis, and suggestions of remedies, is made in numerous places, for example Charman and Fullerton (1995), and Steinert and Snell (1999). An important case with a highly developed method of proved efficacy in teaching mechanics to undergraduates (Hake 1998) is that of 'Interactive Engagement', which we discuss later.…”

Section: Theoretical Motivation For the Interventionmentioning

confidence: 93%

Increasing interactivity in lectures using an electronic voting system

Draper¹,

Brown

2004

Computer Assisted Learning

414

300

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An overview of the experience of the opening two years of an institution-wide project in introducing electronic voting equipment for lectures is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching -designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.

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Section: Theoretical Motivation For the Interventionmentioning

confidence: 93%

Increasing interactivity in lectures using an electronic voting system

Draper¹,

Brown

2004

Computer Assisted Learning

414

300

View full text Add to dashboard Cite

show abstract

“…This interaction can be supported by requiring the student to both participate in an activity and then reflect on his/her experience with the activity. This process of engagement with learning enables students to internalize key concepts and make linkages between theory and practice (Charman & Fullerton, 1995). For example, when students are encouraged to relate what they are learning to their previous experiences, they are more likely to absorb new ideas.…”

mentioning

confidence: 98%

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

Scheyvens

Griffin

Jocoy

et al. 2008

Journal of Geography in Higher Education

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While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.

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“…This was one of the major differences from less 'ideas'-based university disciplines, such as science and engineering. The humanities students in this lecture could not simply be given specific information in note form and through verbal instruction, like in the above-mentioned Charman & Fullerton (1995) study. The aim in sociology of education is more on offering a new perspective on familiar observations, for example the differences in schooling achievements for different groups in society.…”

Section: Resultsmentioning

confidence: 99%

“…This situation has given rise to research focussing on how to engage large numbers of students interactively. Charman andFullerton (1995, quoted in Ramsden, 2003, p.174) found that students in large lectures benefitted from being able to discuss in groups crucial concepts or topics that had been first introduced verbally by the lecturer and supported by written notes handed out at the beginning of the lecture. Questions that arose during this discussion were either discussed later in the lecture or put into a question box to be addressed by the lecturer in the next lecture.…”

Section: Literature Reviewmentioning

confidence: 99%

Aligning pedagogy and technology: A case study using clickers in a first-year university education course

Monk

Smala

2013

International Journal of Pedagogies and Learning

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This paper presents the results of a case study which focuses on lecturers' use of a learner response system (clickers) with students enrolled in a first-year university education course. Data is drawn from interviews and questionnaires with guest lecturers, including the course coordinator and co-author of the paper, who is also the principal lecturer in the course. Within the body of research that links clicker use with positive student engagement, this paper focuses on the lecturers' experiences in preparing for, and using clickers with their students. The study focused on the research question: How do pedagogical decisions affect the way clickers are used with students in an education course? Taking into account the located-ness of individual lecturers' pedagogical frameworks, the results of this study indicate a connection between lecturers' teaching pedagogies, the way these inform their interactions with students and also how they incorporate clickers in their teaching. This paper therefore argues that the objectives of using clickers need to be made explicit in pedagogical dialogues of teaching teams comprised of lecturers and guest lecturers, and clearly linked to the overall pedagogy informing a course delivery.

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Interactive lectures: a case study in a geographical concepts course

Cited by 14 publications

References 2 publications

Increasing interactivity in lectures using an electronic voting system

Increasing interactivity in lectures using an electronic voting system

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

Aligning pedagogy and technology: A case study using clickers in a first-year university education course

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