Use of teaching methods within the lecture format

Butler, Jennifer

doi:10.3109/01421599209044010

Cited by 102 publications

(73 citation statements)

References 12 publications

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“…[12,13] This is compatible with what we noticed in the enhancement of the students' performance in the study group than in the control group, Butler [14] has shown that students who are actively involved in the learning activity will learn more than students who are passive recipients of knowledge. Pajares [15] found that interactive lectures draw attention to common fallacies apprehended by the students and give confidence to students to question, and thus increases self-efficacy of student which is linked to their academic achievements.…”

Section: And Graphs 2-4]supporting

confidence: 86%

How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?

Atta¹,

AlQahtani²,

Alghamdi³

et al. 2018

Int J Med Sci Public Health

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INTRODUCTIONDevelopment of our radiopathology curriculum of Faculty of Medicine, Albaha University (FMBU), had been finished and implemented 7 years ago. During this period, many questions have been called to mind, of these: Does our radiopathology curriculum esteem students' learning style? Background:The integrated-based education must pay attention to the beneficiaries, in whom our learning outcomes would be achieved. For establishing any curriculum for integrated-based medical schools, one must be aware with the psychological aspect of concerns, of these, learning style of the students must be considered on selection of the teaching strategy and tools to be compatible with the students' understanding. Objectives: The main objectives of the present study were to construct an episodic evaluation of our radiopathology curriculum. To attain that, we found the primary step is to be acquainted with how the students perceive both radiology and pathology lectures. Thus, the recognition of the students learning style was the initial and primary pace in the extended chain of challenges and changes that have been done in the radiopathology curriculum. The students learning style acts as a core for the adjustment of both radiology and pathology teaching. In harmony with the results obtained, adjustment of some teaching strategies and tools have been done in a sequential manner by the adjustment of the lecture to be matched the students' learning style. Materials and Methods: This study was conducted in the two following years on two consecutive undergraduates by Faculty of Medicine, Albaha University (FMBU), where two classes have been selected for this study. Each class includes 60 students. The learning style was evaluated through responding to the well -structured questionnaire designed by Medical education unit of FMBU. This instrument breaks up the students into figures attached, audiovisual, and observable or perceptible learner. Consistent with the results obtained, adjustment of the pathology and radiology lectures have been done. For this purpose, eight modules were selected for the study and control group, i.e. four for each. The changes in the lecture were made in the modules of the study group only. Results: The majority of the students subjected to this study have figure attached learning style, so adjustment of the lecture was done to become more interactive and to match the students' learning style. The study revealed significant differences between the degree of pathology in both the study and control group with P = 0.019, also a significant difference was obtained between the degrees of radiology in both groups with P = 0.004. No significant differences were found between the degree of pathology and radiology either in the study or in control group. Conclusion: Recognition of learning style is particularly imperative for curricular development and its periodic evaluation. Not all ways of the interactive lecture are suitable for the students, but those elaborated from student learning style is the most a...

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Section: And Graphs 2-4]supporting

confidence: 86%

How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?

Atta¹,

AlQahtani²,

Alghamdi³

et al. 2018

Int J Med Sci Public Health

View full text Add to dashboard Cite

show abstract

“…During the early 1990"s studies revealed that students found the traditional, didactic lecture to be their least favourite [4]. Students were found to be more willing and enthusiastic about taking a more active role in the lecture according to Ref.…”

Section: Learning and Engagementmentioning

confidence: 99%

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Kear¹,

Robin²

2015

ijacsa

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Abstract-This paper considers the role of emotional engagement during the use of a simulation. This is placed in the context of learning about marketing. The literature highlights questions of engagement and interactivity that are entailed in the use of these simulations. It is observed here that both the anticipation of and the process of engagement with the simulation generate emotional responses. The evidence of emotional anticipation was collected through the use of vignettes and a short survey. The production of negative emotions before and after the activity was observed and considered. The particular occurrence of these emotions on the development of understanding is then discussed. There is general evidence for the mundane reality of such simulations that support learning and group engagement. The connection with activity theory was explored and proposed as a potential theoretical fit with the evidence.

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“…With limited student participation, lectures may be seen as a rather ineffective means of student learning, if measured by how much students recall after the lecture or as a means to stimulate thinking (see for example Bligh 1998). Butler (1992), for instance, found that the traditional didactic lecture, which she defi nes as "the continuous exposition by one person for approximately 50 minutes to a largely passive recipient audience" (p. 11), was the "least effective learning method" (p. 20) as perceived by the students. Similarly, van Berkel and Schmidt (2005) also found that the quality of the lecture, as perceived by students, was not related to the time students spent on study, or to achievement, or to intrinsic interest in the subject matter.…”

Section: Introductionmentioning

confidence: 99%

“…The authors infer that lectures can help students organize their study efforts and place their knowledge in a broader perspective (p. 56). Notwithstanding the effectiveness or ineffectiveness of lectures, they remain "here to stay" (Butler 1992).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Lecture Interaction through Live SMS

Wilkinson¹

2017

HJLCB

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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 modifi cations to the design, delivery and content of the lecture itself.

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Use of teaching methods within the lecture format

Cited by 102 publications

References 12 publications

How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?

How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Enhancing Lecture Interaction through Live SMS

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