A philosophical defence of the university lecture

Fulford, Amanda; Mahon, Áine

doi:10.1080/03054985.2019.1702013

Cited by 17 publications

(10 citation statements)

References 7 publications

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“…In the current age, the lecture teaching method is considered as the bored method because it does not active the students. However, it can be made effective by blending the information technology tools (Fulford & Mahon, 2018). Gooblar (2019) argued that telling (lecture method of teaching) is an excellent method for the learners as in lecture method the instructor delivers all the contents with details.…”

Section: Lecture Teaching Methodsmentioning

confidence: 99%

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Hafeez

2021

PEDAGOGICAL RES

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The aim of this research was to check the effects of teacher's training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population was divided into four groups; -lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods were conducted. The results of pre and post-tests were then analysed by statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students' academic achievements and interests were increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1 st and lecture teaching method was ranked last. So, it can be concluded that training of the teacher's plays an important role for choosing the best method for teaching and improves the academic achievements and interests of students.

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Section: Lecture Teaching Methodsmentioning

confidence: 99%

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Hafeez

2021

PEDAGOGICAL RES

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“…Opinion is divided about the value of the lecture versus 'active learning' teaching sessions. Supporters of the lecture describe the value of didactic delivery during lectures to initiate a 'dialogic relationship' between lecturer and students (Fulford & Mahon, 2018), and criticise the view of transmissive knowledge exchange during a 'traditional lecture' as an inaccurate representation of the interaction between teacher and students during such sessions (Abeysekera & Dawson, 2015), and the learning processes triggered by the lecture (Thaman, Dhillon, Saggar, Gupta & Kaur, 2013). Others suggest the lecture provides a structure for students and an opportunity for social interaction between students (all in the same place at the same time) (Rennick-Egglestone, 2015), or is portrayed as having benefits associated with listening and interpreting meaning (Webster, 2015).…”

Section: Lectures Versus Active Learningmentioning

confidence: 99%

Lecture recordings to support learning: A contested space between students and teachers

Morris

Swinnerton

Coop

2019

Computers & Education

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“…In the current age, the lecture teaching method is considered as a boring method because it does not allow the students to actively participate. However, it can be made effective by blending the information technology tools (Fulford & Mahon, 2018). Gooblar (2019) argued that telling (the lecture method of teaching) is an excellent method for learners as in the lecture method the instructor delivers all the contents with details.…”

Section: Traditional Lecture Methodsmentioning

confidence: 99%

Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

Hafeez

2021

IJLT

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The challenges in the 21st century have made learning a complex process. In this age, new and conceptual learning strategies are being used to compete with the challenges. The concept map learning strategy has shown positive influences on students’ academic achievements and quality of education. This learning strategy has also showed a significant effect on students’ critical thinking skills. A research study has been conducted to assess the students’ academic achievements and memorisation power by concept map learning strategy and traditional learning approach. The students of a primary school studying in fifth grade in general course for section A (concept map learning strategy) and section B (Traditional lecture learning strategy) were assessed. The descriptive statistics and t-test analysis were also carried out on the results obtained from the students by concept map and traditional learning strategies. Statistical analysis showed that concept map learning strategy improved the students’ academic achievements and memorisation power significantly. Keywords: Critical thinking skills, learning skills, microbiology, strategies, primary school.

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A philosophical defence of the university lecture

Cited by 17 publications

References 7 publications

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

Lecture recordings to support learning: A contested space between students and teachers

Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

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