Students' perception of live lectures' inherent disadvantages

Petrović, Juraj; Pale, Predrag

doi:10.1080/13562517.2014.962505

Cited by 19 publications

(14 citation statements)

References 55 publications

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“…19 "Pharmacy Challenge" was rationalised as a digital SG, with the aim of overcoming obstacles presented by traditional educational games in pharmacy curricula 4 and as a step away from classic didactic teaching methods, which often lack accommodation for different learning styles. 20 "Pharmacy Challenge" provided students with a digital platform outside of the lecture hall, and hence an opportunity to learn in a non-threatening environment, which may support selfregulated and productive learning as discussed by Connolly 6 and Dominguez 13 . These findings were supported across both iterations of "Pharmacy Challenge", with the majority of students confirming that they felt an online game can have a positive impact on performance.…”

Section: Design Content and Playabilitymentioning

confidence: 99%

Development and evaluation of an educational game to support pharmacy students

Nabhani

Harrap

Ishtiaq

et al. 2020

Currents in Pharmacy Teaching and Learning

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Introduction: Pharmacy students in the United Kingdom (UK) need to efficiently navigate the British National Formulary (BNF), a standard medicines reference source. "Pharmacy Challenge" is a web based prototype game based on the BNF. This research aimed to evaluate the game in terms of design, content and impact on students' performance and confidence. Methods: Evaluation comprised three phases: implementation, perception and impact of a serious game. Game design and evaluation methods were modelled using adapted elements of the RETAIN framework. Qualitative and quantitative questionnaires were utilised to assess students' perceptions of the game and its role in their education and to evaluate changes in confidence and performance experienced by students after playing the game. Quizzes were developed to determine changes in performance through comparison of scores before and following game use.Results: The questionnaire evaluation (n=152) found students' confidence increased significantly (p<0.05) in: speed of using, knowledge of BNF sections, extracting information and knowing where to look for the answer. Students (88%;106/120) felt they had learnt something new, 86% (103/120) felt that it reinforced their learning. A significant (p<0.05) increase in pre and post BNF quiz marks was observed (n=33).Conclusions: Statistically significant improvement in students' perceived confidence was noted. The study identified design elements such as the need for a simple interface to encourage engagement.The prototype has undergone a design transformation based on the feedback provided and is now released under the name "DOSE" with a bank of 300 questions, improved graphics, a leadership board and medals.

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Section: Design Content and Playabilitymentioning

confidence: 99%

Development and evaluation of an educational game to support pharmacy students

Nabhani

Harrap

Ishtiaq

et al. 2020

Currents in Pharmacy Teaching and Learning

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“…Students are more likely to attend if the lecturer is enthusiastic and delivers lectures that are challenging and stimulating (Alam & Jackson, ; McCredden & Baldock, ; Sawon et al, ). Students also place value on the structured learning, face‐to‐face interaction, and feedback offered by face‐to‐face lectures (Gysbers et al, ; Petrovic & Pale, ). In the current study, attendance was positively correlated to performance in the final summative exam but no correlation was found between attendance and performance on formative quizzes (Figure ).…”

Section: Discussionmentioning

confidence: 99%

Engagement and performance in a first year natural resource science course

McKenna

Kopittke

2018

Computer Assisted Learning

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Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first-year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by students-although only 58% of on campus students attended face-to-face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement.

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“…Lecturer experience and training influence on lectures [22] Guide to organize, manage and teach a large group lecture [23,24] List of tips and strategies to improve lectures [4,[25][26][27][28][29][30][31][32]] Active learning to improve students' participation [25,[33][34][35][36][37][38][39][40][41] Active learning with limited resources [42] Advantages of large classes [9,43] Large classes assessment [11,44,45] There are also numerous universities which have online resources to improve the student learning process in classes which have large student attendance; for instance the University of Bath, University of Waterloo and Vanderbilt University [46][47][48]. These publications and resources are available to professors so they can study them and follow their recommendations.…”

Section: Main Research Area Referencesmentioning

confidence: 99%

Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups

Pons

Franquesa²,

Hosseini

2019

Sustainability

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At present, university professors lack the tools to know which is the most sustainable activity and/or strategy that should be incorporated into large-group theoretical classes in order to improve our students’ learning process whilst taking each scenario into account. These scenarios have different order thinking levels, numbers of students, available time, classroom size and professor skills, among other factors to consider. In architecture schools we have this problem in theoretical lectures. This project has developed and applied a new multi-criteria decision making tool incorporating a mathematical algorithm in order to choose the best set of active learning activities for each case for these lectures in architectural technology courses. This process has relied on seminars involving experts and the use of The Integrated Value Model for Sustainable Assessment. This tool has been very useful to solve the aforementioned problems because architecture professors have been able to choose the most sustainable activity for each scenario considering the alternative sustainability indexes. This first application has been highly useful to assist professors to incorporate active learning methodologies in their classes and to promote lecturers’ management of their course contents and time. Future improved versions of this tool will increase its interactivity and broaden its scope.

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Students' perception of live lectures' inherent disadvantages

Cited by 19 publications

References 55 publications

Development and evaluation of an educational game to support pharmacy students

Development and evaluation of an educational game to support pharmacy students

Engagement and performance in a first year natural resource science course

Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups

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