What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

Roopa, Srinivasan; B, Geetha M; Rani, Arum Yuviana; Chacko, Thomas V

doi:10.7860/jcdr/2013/5985.3482

Cited by 28 publications

(37 citation statements)

References 5 publications

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“…using technology improves interactions between students and lecturers, and students' academic performance (d 'Inverno, Davis, & White, 2003;Halloran, 1995;Poirier & Feldman, 2007;Rehman, Afzal, & Kamran, 2013). Concise delivery of the subject content, coupled with active students' engagement and interactions, are deemed supportive of students' learning efforts (Roopa, Bagavad Geetha, Rani, & Chacko, 2013;Sarwar, Razzaq, & Saeed, 2014). Students demonstrated positive perceptions for lecture classes that encourage them to actively participate and interact (Chilwant, 2012;Rehman, Afzal, & Kamran, 2013).…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

Gan

Balakrishnan

2016

IRRODL

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Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT_AIL). All independent variables are positively associated to MWT_AIL, with UUA and SIQ having higher levels of significance compared to SU and USP.Respondents were selected from higher learning institutions from urban areas in Malaysia.Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

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Section: Introductionmentioning

confidence: 99%

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

Gan

Balakrishnan

2016

IRRODL

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“…Those of the millennial generation-who have grown up with a constant connection to the entire world, and with technology literally at their fingertips-are accustomed to the incorporation of technology into the learning environment, and thus may be even more inclined to respond well to the use of hands-on experience, interaction, and small group activities. 25,26 In the 1970s, one study showed that the average engagement of medical students peaked 15 minutes into formal lectures, and rapidly declined after that. 27 In the modern era, attention likely peaks much earlier, and wanes much faster, as has been our experience with a series of brief (shorter than 15 minutes) video-based lectures on the basics of EEG.…”

Section: Limitations Of the Traditional Lecture Format In Neurology Ementioning

confidence: 99%

The Future of the Lecture in Neurology Education

2018

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The lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled "together time" is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

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“…So they concluded that interactive lectures were more useful than traditional lectures. [6] A comparative study between structured interactive lectures and conventional lectures was conducted by Chilwant K.S et al of SAIMS Medical College, Indore, India. [8] The mean scores of multiple choice post tests were not statistically significant among the two groups.…”

Section: Srinivasan Roopa Et Al Concluded Thatmentioning

confidence: 99%

“…[4] Researches comparing traditional and interactive lectures in medical education have shown inconclusive data regarding the knowledge gain and preference of lecture methods. [3][4][5][6][7][8] This study was planned to compare the effectiveness of interactive lecture and traditional lecture for teaching Biochemistry topics to first year medical students of Government Medical College, Idukki.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Effectiveness of Traditional and Interactive Lecture Methods for Teaching Biochemistry Among First Year Medical Students in Government Medical College, Idukki, Kerala

C¹,

Lonappan²,

Mv³

et al. 2016

jebmh

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BACKGROUND Traditional lecture is the most common type of teaching learning method used in professional colleges of India. Interactive lecture seems to be an important and feasible teaching learning method to increase the effect of learning in medical education. MATERIALS & METHODS The study was performed from July 2015 to October 2015 among first year medical students in Government Medical College, Idukki. All fifty first year MBBS students of 2014 batch were divided into group A and group B by simple random method. Two topics of translation were taken to both groups by two different lecture methods. The first topic was taught by interactive lecture to group A and traditional lecture to group B on the first day. Pre-test and post-test were done to assess gain in knowledge by two lecture methods. Second topic was taken to both groups on the second day by exchanging lecture methods. Their increase in knowledge was assessed by pre-test and post-test. On the second day, their feedback regarding perceptions and preferences were taken. STATISTICAL ANALYSIS Mean scores of pre and post-test were analysed by paired t test. Level of knowledge gained among two lecture methods was compared by independent t test and qualitative data on feedback was analysed using Chi square test. RESULTS The level of knowledge gained by interactive lectures was significantly higher than traditional lectures. Students agreed that interactive lectures motivated them for self-learning and increased their confidence regarding study materials. It also helped them in the recollection of lecture content and clearing doubt than traditional lectures. CONCLUSIONS Interactive lectures were accepted and considered to be more useful than traditional lectures for teaching biochemistry at Government Medical College, Idukki.

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What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

Cited by 28 publications

References 5 publications

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

The Future of the Lecture in Neurology Education

Comparison of Effectiveness of Traditional and Interactive Lecture Methods for Teaching Biochemistry Among First Year Medical Students in Government Medical College, Idukki, Kerala

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