Lecture Teaching Research Articles

The role of lectures in the modern educational space

This article presents the authors personal views on the role, the place and the forms of lecture teaching of the morphological disciplines at the medical universities. Historical analysis shows that lecture has traditionally been the leading form of a university education. At the same time, the increasing requirements for the quality and efficiency of the modern educational process, the intensive intercalation of computer technologies in education and medicine raise the question of the preferred methods of conducting this type of classes. In addition, the difficult epidemiological situation, that is observed today around the world, has made its own adjustments to this discussion. The article provides a comparative overview of the various forms of presentation of lecture material (face-to-face lectures, online lectures in synchronous and asynchronous versions), and details the advantages and the disadvantages of each of them. Evaluating the positive and the negative aspects of the remote lectures, we can say that this format is not perfect for studying at a medical university. Moreover, it is not suitable for giving lectures on human anatomy because their demonstrativeness suffers. A lecture is a parade of a department, noticed the academician of the USSR Academy of Medical Sciences V.N. Shevkunenko. It can give an ability for a creativity, a lifeline in the process of a powerful flow of information to a student, select the most useful and necessary things, promote the development of а professional competence, help to find guidelines, life values and meanings. All this can be fully implemented only with live communication in а lecture audience, which is the secret of the longevity of a lecture.

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers. The aim of this studywas to assess teaching methods, academic, and clinical performances among student nurses in schoolsof nursing, in North-west Nigeria.Methods: The study adopted a mixed approach of a cross-sectional design. The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers.The aim of this study wasto assess teaching methods, academic, and clinical performances among student nurses in schools ofnursing, in North-west Nigeria..Methods: The study adopted a mixed approach of a cross-sectional design.The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

Student Perceptions of Simulation to Enhance Clinical Readiness for Assessment and Management of Adults With Voice Disorders

Simulation is a safe, supported, and accessible learning method for students to gain skills and experience, especially in difficult to access range of practice areas such as voice. The study aimed to explore change in students' perceptions of knowledge, confidence, anxiety, and clinical readiness for assessment and management of an adult with a voice disorder after participation in simulation-based learning activities. Participants (N = 113) were students enrolled in a mandatory course dedicated to the voice and voice disorders. Students completed 32 hours of academic coursework which included lectures and tutorials and two 30-minute simulation-based learning activities with a standardized patient playing the role of an adult with a voice disorder. The impact of the simulation-based learning activities on student perceptions of their knowledge, confidence, anxiety, and clinical readiness for work within the area of voice were surveyed at three time points: (1) pre lectures, (2) post lectures but pre simulation, and (3) post simulation. Change across time was analyzed using repeated measures analysis of variance with post hoc Bonferroni adjustment. All students perceived significant (P ≤ 0.001) positive changes in knowledge and confidence across time points for all activities, except for writing an assessment report. Anxiety related to the management of a client with a voice disorder fluctuated significantly (P ≤ 0.001) throughout the program. Overall, the majority (>90%) of students agreed or strongly agreed that the simulation-based learning activities were useful and helped them to develop clinical skills, apply content taught in lectures, and gain confidence and interest in voice. This study supports incorporation of simulation-based learning as part of students' clinical preparation for the assessment and management of voice disorders.

IMPACT OF ASSIMILATION OF E-CONTENT IN SCIENCE ON EDUCATION OF ELEMENTARY LEVEL STUDENTS

In this pandemic situation preceptors’ part is largely grueling to make their scholars meet the Minimum educational position. The Kothari Commission report states that if wisdom is inadequately taught and not learned, it is a little more than a burden of dead information. Currently seminaries are closed. In pastoral areas there are lots of walls facing preceptors. To figure out the true concept of wisdom, classical lecture teaching styles must be supplemented by innovative styles. Developing e-content is becoming an innovative system that can help learners to visualize content and thus become creative and productive students. The e-contents are developed with the integration of multimedia factors similar as textbook, audio, videotape, vitality and image which are set to confirm better understanding of wisdom by the scholars. In that way, e-content on Cell structure and microorganisms for 7th standard scholars from Maharashtra Board, class was developed for changing its impact on learners. 67 scholars were taken as a sample. Results revealed that e-content has its positive impact on wisdom literacy among scholars at elementary positions. Econtent is a veritably important tool of education.

How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly.

PSII-B-20 Benefits of a lecture teaching assistant in hiflex courses

The Covid-19 pandemic has required implantation of online education strategies, even for animal science courses, that are traditionally delivered face-to-face (F2F). As universities reopened many students were given the option of attending classes either F2F or remotely via live stream. This scenario, where some students are present in-person while others are present online simultaneously, is referred to as hiflex teaching. Face-to-face and online teaching strategies are established and literature contains pedagogical information, however hiflex teaching presents previously unencountered challenges. It can be difficult for instructors to maintain engagement with, essentially, two separative audiences of students. The objective was to address this issue by providing a graduate teaching assistant (TA) to large lecture courses, where traditionally TA positions were reserved only for lab courses. The hypothesis was that this would enable both audiences to receive appropriate focus. In this study, a TA attended the F2F lecture for an introductory equine science course (total students: n = 75; remote students: n= ~55), with the role of monitoring the simultaneous Zoom session with remote students. We found that questions from remote students increased when they had the ability to post them in real-time using the Zoom chat feature, as opposed waiting for a break in instruction in F2F situations. Having the TA present in the classroom enabled them to answer basic questions via Zoom, and to interact with the instructor should a question arise online that would benefit all students in the course. This allowed the instructor to effectively teach without taking up valuable class time alternating between programs on the computer and risking missing an online student question. This approach received positive feedback from the instructor and students alike. Additionally, it provided a novel teaching experience for a graduate TA. Similar strategies may be used to help to facilitate future success in hiflex courses.

ZAKAT ACCOUNTING COURSE: VALUABLE INPUT TO HIGHER LEARNING INSTITUTIONS

The objective of this study is to investigate the factors that encourage students to choose Zakat Accounting as their elective course at one of the Higher Learning Institutions in Malaysia. Primary data for the study were collected using a self-administered questionnaire from three classes. Overall, a total of 59 respondents were engaged as the sample of this study. The findings revealed that the factors influencing the students' selection were personal interest in the subject matter, opportunity to learn a new area of accounting, ease of subject matter, quality of the lecturer teaching, and religious belief. The talk given by the Faculty was regarded as the most convincing source of information for the students in selecting the elective course. Although this study only focuses on one university in Malaysia, it could become a catalyst for future studies in the area of Zakat Accounting. Despite the limitation, it still provides some insightful findings of the students’ acceptance determinants of an Islamic course in a university. In conclusion, this study hopes to provide invaluable input to the management of the Higher-Level Institutions on factors to consider before offering any new courses to students.

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.

Comparing the Effect of Lecture and Jigsaw Teaching Strategies on Attitude and Environmentally Responsible Behavior: A Mixed-methods Approach

ABSTRACT This study sought to compare the effect of lecture and Jigsaw teaching strategies attitude and Environmentally Responsible Behavior among the tourism resorts staff members of Abr, Shahrud, Iran. The jigsaw technique, which focuses on development of peer cooperation and teamwork through division of tasks among students, takes place through each student’s assuming responsibility. In this article, the quantitative analyses, a quasi-experimental, pretest-posttest design with control group was adopted. Sixty rural resorts staff members of Abr were selected through convenient sampling. The results indicated that, in comparison with the lecture teaching strategy, The Jigsaw teaching strategy significantly enhanced the staff’s attitude and Environmentally Responsible Behavior. There were no statistically significant differences between the groups in terms of attitude and Environmentally Responsible Behavior before the interventions, but after the interventions, the mean scores of attitude and Environmentally Responsible Behavior were significantly different in Jigsaw group from that of the lecture group. Analyzing the data obtained in the qualitative phase (i.e. interviews) revealed that, after 18 months of environmental training, there were differences between the control and experimental groups in terms of attitude and Environmentally Responsible Behavior.

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

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 1st 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.

Effect of Blended Teaching Method on Junior Secondary School Students’ Retention in Basic Technology Subject in Biu Educational Zone, Borno State Nigeria

The main purpose of this study is to determine the effect of blended teaching method on junior secondary school students’ retention in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary School in Biu Educational Zone of Borno State for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researcher titled: “Basic Technology Retention Test (BTRT)”. The instrument was validated by three experts. A reliability coefficient of 0.88 was obtained using Cronchbach Alpha after the draft instrument was trial tested on 30 JSS II students of Government Day Juniour Secondary School, Damaturu, Yobe State, Nigeria. Mean and standard deviation was used to answer the research questions while z-test and ANOVA was used to test the null hypotheses at 0.05 level of significance. The finding of the study revealed that the There is significant difference in the mean retention scores of students in Basic Technology taught using blended and lecture teaching method in Biu Educational Zone of Borno State; Male students’ retention mean scores were higher than their female counterpart in both blended and lecture teaching methods. This indicates that blended teaching method is effective in teaching both male and female students. Based on the findings, the following recommendations were made: Government should liaise with the appropriate school authorities in order to encourage and support the use of blended learning platform in secondary schools as this could enhance students’ retention in various subjects.

Student Centered Learning and Flipped Classroom of Lesson Study: A Case Study in Higher Education

This research aims to uncover the phenomenon that occur in implementing lesson study using Student Center Learning, flipped classroom, and Edmodo by Visual Communication Design study program lecturers of University Nahdlatul Ulama of Sidoarjo, Indonesia. This research approach method is a descriptive qualitative research and case study with Edmodo using observation, interview, and data collection. The process involves allied lecturers in collaboration from starting Plan, Do and See. The results of the study based on the Lewis Lesson Study cycle showed that there were several stages that were not met properly. In Plan activity, the lesson group are not functioning optimally. In the Do activity, the observer lecturer is still fixated on the lecturer's teaching performance. In the See activity, the conversation is limited by explain the phenomena that occur without further discussion about why this happened. While on the selection of Student Center Learning, flipped classroom, and Edmodo as an approach in the lesson study is very helpful for lecturers in improving learning motivation, understanding of knowledge, and good attitude of students towards the material being taught.

Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course

BackgroundThe high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL. ObjectiveTo compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL. MethodsA quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups. ResultsThe study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group. ConclusionsThe TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.

Model Proses Pembelajaran Akuntansi: Peran Teknologi Informasi Dikalangan Dosen Akuntansi Pada Masa Pandemi

Abstract This study aims to test empirically: 1) The role of IT 2) The effect of the accounting learning process 3) Institutional response to Covid-19 on Teaching Performance of Accounting lecturers with Transfer Knowledge as an Intervening Variable, which consists of three independent variables, namely the Role of IT (X1) , Accounting Learning Process (X2), Institutional Response to Covid-19 (X3) with the dependent variable Accounting Lecturer Teaching Performance (Y), and the intervening variable Transfer Knowledge (Z). The source of the data used in this study comes from the answers to the questionnaires distributed to the Accounting Lecturers in Indonesia. The questionnaire was distributed via the geogle link from, the respondents who filled in were 124 people. The analysis technique uses data that includes the outer model, inner model and path analysis with Smart PLS 3.0. The results of this study are that the accounting learning process and institutional responses to Covid-19 have a positive and significant effect on the teaching performance of accounting lecturers and are mediated by transfer knowledge.

Project-Based Versus Traditional Lecture Teaching Methods

To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

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

A research has been conducted 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 is 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 have been conducted. The results of pre and post-tests are then analysed statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students’ academic achievements and interests have been 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.

Determinants of Innovative Teaching among the Indonesian Lecturers

Innovation is the main source to remain competitive in today’s environment. As well as other employees, the lecturer is also required to do innovative teaching. But, encouraging lecturers’ willingness to do innovative teaching is challenging due to the dual roles as teachers and researchers. This study explores the predictor of innovative teaching by applying the job-demands resources model as a theoretical anchor. This research used the online questionnaire to collect the data from 233 samples taken randomly from nineteen universities in Indonesia. This study uses structural equation modeling (SEM) to examine the research model. The result indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, occupational well-being plays a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching. This study provides critical insight into the related stakeholders, such as the universities and related ministry, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of teacher-researcher conflict on the innovation behavior of lecturer teaching activity. The universities and related ministries have to ease the issue regarding job role conflict.

Project-Based Versus Traditional Lecture Teaching Methods

To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed the significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

Project-Based Versus Traditional Lecture Teaching Methods

To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.