On the Use and Misuse of Lectures in Higher Education

Schmidt, Henk G.; Wagener, Stephanie; Smeets, Guus; Keemink, Lianne M.; Molen, Henk T. van der

doi:10.1016/j.hpe.2015.11.010

Cited by 117 publications

(86 citation statements)

References 11 publications

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“…College students, in undergraduate programs, should improve their critical thinking skills since the lecturer may concern students' memorization in the learning process (Schmidt, Wagener, Smeets, Keemink, & van der Molen, 2015). In the conventional teaching method, the lecturer is often assuming that students can develop their critical thinking naturally from the complex levels or some discipline content.…”

Section: Introductionmentioning

confidence: 99%

Developing complex analysis textbook to enhance students’ critical thinking

Setyawan

Prasetyo

Nurnugroho

2020

J. Res. Adv. Math. Educ

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Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.

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Section: Introductionmentioning

confidence: 99%

Developing complex analysis textbook to enhance students’ critical thinking

Setyawan

Prasetyo

Nurnugroho

2020

J. Res. Adv. Math. Educ

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“…Asynchronous learning and III allow learners to go at their own pace, which may improve learner retention. The authors discuss several strategies below and it is our opinion that instructional methods should be varied throughout a conference day to best keep learners’ attention . For example, a 5‐hour conference day may include two 30‐minute lectures, a 90‐minute team‐based learning (TBL) didactic, a 60‐minute multistation visual diagnosis challenge and debrief, a 45‐minute interesting or morbidity and mortality case discussion, and the remaining conference replaced by III and a reading quiz.…”

Section: Use a Variety Of Instructional Methods On Any Given Conferenmentioning

confidence: 99%

Not Another Boring Resident Didactic Conference

Wray

Wolff

Boysen‐Osborn

et al. 2019

AEM Education and Training

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Background: The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecturebased instruction. Methods:The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education.Results: These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners.Conclusions: While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.From the

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“…The content from the problem solving is one approach that teaches students to learn to solve problems actively, both mentally and physically. This is supported by the opinion of experts that teaching knowledge is not merely a matter of telling (Loughran, 2013;Schmidt, Wagener, Smeets, Keemink, & van der Molen, 2015;Worden, 2015). Learning is not an automatic consequence of pouring information into the minds of students (Başkale, Bahar, Başer, & Ari, 2009;Borg & Drange, 2019;Knight & Cooper, 2019).…”

Section: Introductionmentioning

confidence: 93%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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Problem-solving in mathematics is one of the skills that have to be mastered by elementary school teacher candidates. This study aimed to analyze the difficulties of prospective elementary school teachers at the Universitas Muhammadiyah Malang (UMM) in item problem solving for mathematics. This research was a descriptive exploratory with a qualitative approach. The subjects were elementary school teacher education students at the UMM, who attended the Elementary School Mathematics Learning course II, totaling of 38 students. The instrument used was a mathematical problem based on HOTS, while the interview and observation referred to problemsolving strategies based on Polya's steps (ability to understand problems, ability to plan problems, ability to act based on a plan, and ability to re-check answers). Data analysis was performed by analyzing the written answer sheets of the subjects while coding and grouping the subject's learning styles. The data from the interview and observation were analyzed with content analysis. The results showed that students still experienced difficulties in all Polya's steps. The ability of problem-solving based on Polya's steps include understanding the problem, planning, and writing strategies, as well as carrying out activities according to plan. The results of the study stated that only 5.3% of students were in a good category. Students also have had difficulty in re-checking answers, because only 8% of students did the work correctly. It can be concluded that the ability of problem-solving in Mathematics based on Polya's steps was still relatively weak.

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On the Use and Misuse of Lectures in Higher Education

Cited by 117 publications

References 11 publications

Developing complex analysis textbook to enhance students’ critical thinking

Developing complex analysis textbook to enhance students’ critical thinking

Not Another Boring Resident Didactic Conference

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

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