Lecture is not a Dirty Word, How to Use Active Lecture to Increase Student Engagement

Gregory, Jess L.

doi:10.5430/ijhe.v2n4p116

Cited by 9 publications

(8 citation statements)

References 17 publications

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“…Within SCP approach, it is possible to point out the activities, such as lecturing, practicals, lab work, seminars, research, and project-and problem-based learning. Many of the abovementioned activities have been used in high school for a long time; nevertheless, their efficiency will undoubtedly be less noticeable if they are not modified to the subject, student, and teacher (2,3).…”

Section: Introductionmentioning

confidence: 99%

Encouraging active learning when teaching geospatial sciences

Musikhin

2014

Geo-spatial Information Science

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In today's world, higher education, especially in technical sciences, is crucial when speaking about a change in values and attitudes towards sustainability. Engaging students in learning and training process as well as developing their research skills and creative capacity is challenging. This study inquiries into the current academic activities and role of used educational technologies and methodologies for encouraging active learning in both undergraduate and postgraduate programs when teaching any engineering course in general, and geospatial sciences in particular. The result of the study suggests the importance of interdisciplinary project and problem-based learning, building partnership with universities, students and industrial companies, monitoring, developing, and implementation of new educational technologies.

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Section: Introductionmentioning

confidence: 99%

Encouraging active learning when teaching geospatial sciences

Musikhin

2014

Geo-spatial Information Science

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“…Zoller et al (1997, p. 3) describe the skills associated with this kind of learning as "Higher Order Cognitive Skills" and the development of these skills enables students to analyze ideas more critically and thus to retain what they discover beyond the exam (cf. McCarthy and Anderson 2000;Entwistle and Peterson 2004;Michel et al 2009;Gregory 2013). When students are able to use skills of this kind to make better sense of new ideas, these ideas can be more effectively incorporated into their knowledge base for later recall and use (Pintrich and Schrauben 1992).…”

Section: Literature Reviewmentioning

confidence: 99%

A voyage beyond the traditional lecture: a survey of student choice of learning techniques

2022

Advances in Economics Education

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This paper reports the outcome of a small pilot survey of student perceptions regarding the effectiveness of a variety of pedagogical techniques. The survey was undertaken at a small four-year US college in two undergraduate economics courses. Students were exposed to a range of pedagogical techniques, both active and passive, and then asked which they found most helpful in facilitating their learning and why. The survey instrument collected both quantitative and qualitative data about these perceptions. The surprising result was that students regarded the traditional method of lecturing as much more important for their learning than might have been expected, given the emphasis in the pedagogical literature on active approaches. But they also found actively-oriented pedagogies of value. This might suggest that a combination of active and passive approaches could be the most effective for student learning rather than simply a focus on active approaches alone. Limitations of the study are discussed but it is concluded that the results are sufficiently promising to justify a larger and more comprehensive investigation of the relationship between lectures and more active forms of learning.

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“…Unlike the rural and suburban setting, the urban leader will not have to devote precious time to establishing a common foundation of knowledge. For the leader that is in a rural or suburban setting, using an open type of assessment like a multiple choice electronic response or clicker presentation will have the faculty engage with content about inclusion without any judgment (Gregory, 2013). Notice that there is assessment here without judgment.…”

Section: 12mentioning

confidence: 99%

Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development

Jess¹,

Tisha²,

Michelle³

et al. 2016

JAER

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Abstract. Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.

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Lecture is not a Dirty Word, How to Use Active Lecture to Increase Student Engagement

Cited by 9 publications

References 17 publications

Encouraging active learning when teaching geospatial sciences

Encouraging active learning when teaching geospatial sciences

A voyage beyond the traditional lecture: a survey of student choice of learning techniques

Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development

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