Lecture Delivery Methods Research Articles

Influence of Virtual Learning Environments on Student Achievement for Sustainable Development

As a result of the global pandemic, in-person lecture delivery method was interrupted and thus, the necessitated adoption of Virtual Learning Environments (VLEs) for the continuity of learning. However, considering that architectural education is hands-on and field-dependent, continuous design studio mentoring is expedient. This study therefore explored the potential of adopting VLE, especially in hands-on related disciplines and how this fosters student achievement in driving sustainable development. Descriptive statistics were employed to analyse quantitative data gathered from a randomly selected sample of architecture students representing three private universities in Nigeria. Findings from this research revealed that learning continued during the lockdown within the subject discipline. Notably, 86.6% of respondents utilized virtual meeting software like Zoom, Google Meet, Microsoft Teams, and Cisco WebEx, while 12.4% utilized Learning Management Systems (LMS) such as Moodle. Additionally, accessible facilities like comfortable study areas, a steady power supply, internet connectivity, and studio materials contributed to a successful VLE experience. This research strongly advocates for the continuation of hybrid learning in architectural education, combining physical and virtual modes to deliver enriching and memorable learning experiences to enhance education for sustainable development.

Stress Detection and Mitigation through Discovery of Optimal Lecture Delivery Method for STEM-Enrolled University Students

The high availability of technology-related jobs is currently not fulfilled by enough supply of technology graduates, specifically the ones coming from science, technology, engineering, and mathematics (STEM) courses. This is related to the low enrolment rate of STEM-based courses at Universities. The notion that STEM subjects are intense and difficult to pass could be the reason of such phenomena. This research experimented different lecture delivery methods comprising of different seating arrangements, inclusion or exclusion of break, group size, and room size to investigate the generated levels of stress among STEM students, so that the method that would induce minimum stress could be discovered. The analysis of the generated heart rates as stress indication concludes that the level of difficulty of STEM subject’s topic is the one that most affected students’ level of stress, while inclusion of break during class is imperious to destress students. Class arrangement with far seating was discovered to be potentially more stressful for certain students indicated by the high level of resting heart rate in one of the experiments. Importantly, it was also found that regardless of lecture delivery method, STEM subjects in general remained challenging that was suggested by the consistently high recorded heart rates, which was also a sign of active learning engagement - besides implying the level of stress. Finally, gender-wise, there is no visible data pattern that could hint that certain gender is more vulnerable to stress when handling STEM subjects.

Metode Penyelenggaraan Kuliah Studi Pasca Sarjana Post Pandemi: Mana Yang Lebih Memenuhi Kebutuhan Pasar?

The method of post-pandemic lecture delivery in postgraduate studies is an issue for educational institution management. Lectures will be delivered offline since the COVID-19 pandemic has subsided, and the conditions are recovering. Postgraduate students, especially working students, are protesting because they have to attend face-to-face lectures on weekdays for various reasons. This study aims to determine which postgraduate lecture delivery method meets the market needs (university students). The research method made use of Soft System Methodology (SSM). The FGD was conducted with twelve participants, classified into postgraduate students of Wijawiyata Management (full-time students), Young Executives (students with at least two years of work experience), and Executives (students with no less than five years of work experience). The research was conducted in March and April 2023. The results were analyzed using Role (clients, practitioners, and owners), Social (educational institutions and instructors), and Power (national policies and regulations) Analysis. This research shows that by rich picture and root definition, weekday online lectures and weekend (Saturday) offline lectures meet the market's needs and violate no Indonesian higher educational regulations. The findings also suggest that a combined lecture mode, offline and online, is more favorable to Master's degree students, hence the Indonesian government's rigorous encouragement for Distant Learning for various learning needs across the archipelago.

Effectiveness of Recorded Video Lectures vs Live Online Lectures as Teaching Tools among Phase 1 Medical StudentsA Prospective Study

Introduction: During the pandemic, there were a lot of challenges for offline medical education. To overcome those challenges, online teaching methods were introduced for undergraduate medical education. Live online lectures (synchronous teaching) and recorded video lectures (asynchronous teaching) were the two commonly utilised teaching mediums of online education. Aim: To determine the effectiveness of recorded video lectures versus live online lectures and to analyse the students’ perception regarding these two teaching methods. Materials and Methods: This prospective interventional study was conducted in the Department of Physiology at Sree Gokulam Medical College and Research Foundation, Venjaramoodu, Trivandrum, Kerala, India. The duration of the study was six months, from March 2021-August 2021. A total of 150 students (97 girls and 53 boys) in two groups of 75 each. were selected as study population and four topics were taught to them. If, one group was taught via live online lecture, the same topic was given as a recorded video to the other group and after three days, an assessment was done. For the second topic, the method of lecture delivery was changed between the groups, while the rest of the methodology is the same. Topics 3 and 4 followed same pattern. Unpaired t-test was done to compare the scores and the data was analysed using Statistical Package for Social Sciences (SPSS) version 21.0. Results: The mean age of the study participants was 18.5 years. The results showed that, the recorded video lectures were equally effective as live online lectures. While analysing the students’ perception, it showed that students, to an extent, preferred recorded lectures to live lectures. Conclusion: The present study concluded that, the recorded video lectures are equally effective as live online lectures as a teaching tool, among phase 1 MBBS students.

Evaluating Medical Students' Preferred Method of Lecture Delivery in the 21st Century Post Covid-19 Pandemic

Evaluating Medical Students' Preferred Method of Lecture Delivery in the 21st Century Post Covid-19 Pandemic

Evaluating Medical Students' Preferred Method of Lecture Delivery in the 21st Century Post Covid-19 Pandemic

Evaluating Medical Students' Preferred Method of Lecture Delivery in the 21st Century Post Covid-19 Pandemic

Artificial intelligence inspired multilanguage framework for note-taking and qualitative content-based analysis of lectures.

With the advent of technology and digitization, the use of Information and Communication Technology (ICT) and its tools for the imperative dissemination of information to learners are gaining more ground. During the process of the conveyance of lectures, it is mostly observed that students (learners) are supposed to take notes (minutes) of the subject matter being delivered to them. The existence of different factors like disturbance (noise) from the environment, learner’s lack of interest, problems with the tutor’s voice, and pronunciation, or others, may hinder the practice of preparing (or taking) lecture notes effectively. To tackle such an issue, we propose an artificial intelligence-inspired multilanguage framework for the generation of the lecture script (of complete) and minutes (only important contents) of the lecture (or speech). We also aimed to perform a qualitative content-based analysis of the lecture’s content. Furthermore, we have validated the performance(accuracy) of the proposed framework with that of the manual note-taking method. The proposed framework outperforms its counterpart in terms of note-taking and performing the qualitative content-based analysis. In particular, this framework will assist the tutors in getting insights into their lecture delivery methods and materials. It will also help them improvise to a better approach in the future. The students will be benefited from the outcomes as they do not have to invest valuable time in note-taking/preparation.

CHALK & TALK VERSUS POWER POINT PRESENTATION - PERCEPTION OF UNDERGRADUATE STUDENTS -A STUDY CONDUCTED IN SCB MEDICAL COLLEGE CUTTACK

Chalk and Talk is an age-old method of teaching in the medical college. Gradually it is being replaced by new technology in the form of power point presentation. Students are also gradually adapting to new methods but there is always a debate over the most effective method of lecture delivery. AIM: The aim of this study was to nd out the perception of under graduate students of chalk and talk method of teaching and PowerPoint presentation method of teaching as a lecture delivering method for teaching. 160 undergraduate students were taken as the sampleMETHODS: and after appraising them about the study a pre-designed and pre-tested questionnaire was administered. The results were analyzed to see if there was any preference of students for any particular method. Most of the students i.e. 66% prefer the teaching tool as C & T and only 34%RESULTS: students prefer class if lecture is taken by PPT. Most of the students preferred and accepted the use of chalk and board, asCONCLUSION: compared to PowerPoint presentation for lecture delivery method.

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Emphasis and Effectiveness of Traditional Lecture Delivery Methods in India

Emphasis and Effectiveness of Traditional Lecture Delivery Methods in India

Comparison of the Traditional Chalkboard Lecture System with the Powerpoint Presentation: as a Teaching Technique for Medical Students

Introduction:The emerging technologies made by day changing the techniques of teaching medical education. The teaching technique has changed since the last decade from the old traditional technique of chalk and talk (CNT) to a newer technique of Power-point presentation (PPT) to the video classrooms converting the whole traditional environment of the classrooms. This paper aims to access the perception of the medical students about these two instructional methods. Materials and methods: In this study cross-sectional descriptive survey was used. Medical students were selected through non-probability convenient sampling. The data were collected using a questionnaire-based survey about their views and perception of two lecture delivery methods, viz., PPT presentation, and using a chalkboard. For each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. The data was analyzed using SPSS version 16 and the results expressed as proportions. Results: In our study, more than 97% of our study respondents emphasized the value of chalk and talk and declared it a more effective and useful teaching tool in their learning experience than PowerPoint (86%) and recommended it for teaching. Conclusion: Both CNT, as well as PPT, are effective methods for medical education and both can be used in combination for the effective delivery of classroom sessions.

Using a Flipped Classroom to Increase Understanding, Retention and Engagement in a Virtual Anatomy and Physiology Course

In Fall 2020, in order to maximize student understanding and retention of material in my online undergraduate combined Anatomy and Physiology course, I decided to alter my traditional method of lecture delivery and to flip the class. I also intended that this method would allow for increased student engagement in the virtual class and a more discussion based synchronous class would allow a sense of community to develop, which I saw as especially important while the class was geographically distant during the pandemic. Students were required to watch two or three short videos up to 20 minutes each, before attending each virtual class that met twice weekly. During our synchronous class, students completed activities such as small group work on case studies, answering short answer questions, polls, reviewing material and asking open questions. Mid-way through the semester I reviewed the class format, the students’ preparedness for class, their understanding of the material and satisfaction with the format. I found that the flipped class format allowing for increased small group work in class and content discussion, helped to create a sense of community in the virtual class, however by week 6 of the semester the number of students that were not viewing the content videos before class was increasing and their preparedness was falling. Results from a mid-semester survey indicated that 40% of students were happy with the flipped classroom, whereas 48% of the students preferred a hybrid format, requiring them to watch a single video up to 20 minutes before attending class and covering more content in lecture format in our virtual class. Just 11% of students indicated a preference for changing to a traditional synchronous lecture format. I learned that 48% of students reported the flipped format increased their understanding of the material with 25% of students being neutral and 76% of students reported the flipped method improved their retention of the material. In response to the mid-semester survey, I opted to complete the second half of the semester using the hybrid model, in which the students watched up to 20 minutes of pre-recorded material before our virtual class and in class we completed a mixture of lecture and small group and individual activities. With this hybrid model students continued to be engaged in the virtual class and mastered the content. In conclusion, I found that the flipped classroom was helpful in promoting student understanding, retention and allowed for a greater sense of community in an online setting. However, the students found it difficult to review all of the lecture material before attending class and were missing content with the flipped model, therefore a hybrid model was more popular and ultimately successful.

A Hybrid Online and Offline International Conference of the Korean Pancreatobiliary Association in Post-COVID-19 Era

Background/Aim: The COVID-19 pandemic has changed the way of traditional conference and meeting. Since social distancing rule was important issue, many conferences across the world were cancelled or postponed indefinitely. In 2020, International Conference of the Korean Pancreatobiliary Association (IC-KPBA) was held as a hybrid online and offline conference. Here, we report the result of a national survey about online and offline medical conference in Korea.Methods: The survey was performed for both online and offline participants after IC-KPBA. The contents of survey included their way to access the hybrid online-offline conference and satisfaction with the conference format.Results: Total of 78 participants answered the survey and there was no technical problem. Most offline participants were satisfied the prevention measures at conference hall as follows; very satisfied-56%; satisfied-34%. The quality of video and audio were generally satisfactory in both conference hall and virtual conference. ‘Live online lectures’ is the most preferred method of lecture delivery and personal computer with LAN network is preferred to access online conference. Eighty seven percent of offline participants and 91% of online participants answered satisfied and very satisfied, respectively.Conclusions: Participants of IC-KPBA 2020 with hybrid online-offline conference showed a high level of satisfaction.

Chalk and Talk Versus Powerpoint: Perception among Medical Students

Introduction: The emerging technologies made by day changing the techniques of teaching medicaleducation. The teaching technique has changed since the last decade from the old traditional techniqueof chalk and talk (CNT) to a newer technique of Power-point presentation (PPT) to the video classroomsconverting the whole traditional environment of the classrooms. This paper aims to access the perception ofthe medical students about these two instructional method.Materials and Method: In this study cross-sectional descriptive survey was used. Medical students wereselected through non-probability convenient sampling. The data were collected using a questionnaire-basedsurvey about their views and perception of two method of lecture delivery, viz., PPT presentation, and usinga chalkboard. For each of the two method, the students were asked to rank twelve comments on a four-pointscale: strongly agree, agree, disagree, or strongly disagree. The data was analyzed using SPSS version 16and the results expressed as proportions.Results: In our study where more than 97% of our study respondents emphasized the value of chalk andtalk and declared it as the more effective and useful teaching tool in their learning experience compared toPowerPoint (86%) and recommended it for teaching.Conclusion: Both CNT, as well as PPT, are the effective method for medical education and both can be usedin combination for the effective delivery of classroom sessions.

Institutional Factors affecting Academic Performance of Marketing Students in Nueva Ecija

With the growing diversity of students attending university, the factors affecting academic performance are becoming increasingly relevant.This paper described the institutional factors and the major category of the institutional factor affecting academic performance of marketing students in Nueva Ecija. This paper used descriptive method of research as itutilized survey questionnaire with likert-scale responses. A total 213 college students from private universities and colleges in Nueva Ecija were surveyed in this paper. Based on the findings, the researchers concluded that institutional factors categorized as instructional material and utility have minor affect to the academic performance of students. While the people and infrastructure category have moderate affect. Thus, the researchers recommended to improve the people and infrastructure categories of institutional factors to further uplift the academic performance of the marketing students.In the foregoing findings, the researchers specifically found out that method of lecture delivery as one of the institutional factors is the most influential affecting the performance of the students academically. Thus, the researchers recommended to focus on the development of methodologies of lecture delivery to further improve the academic performance which results to quality education.

Neck Pain & Disability among School Teachers and its Association with Gender, Body Mass Index, Classes per Week and Method of Lecture Delivery

Abstract Purpose Neck pain is common among school teachers due to regular involvement in teaching activities. The purpose of this study was to determine the neck Pain & disability among school teachers and its association with gender, body mass index, classes per week and method of lecture delivery. Methods A cross sectional study was conducted in Peshawar Pakistan from August 2017 to February 2018. A self administered questionnaire was used to collect demographic and teaching related information while Neck Disability Index (NDI) was used to assess neck disability. School teachers having at least 1 year teaching experience were included in the study. Teachers involved in administrative activities and/or having any systemic disease or co-morbidity were excluded. SPSS version 20 was used to analyze the data. Results Mean age of the participants was 31.99±6.93. There were 110 (39.6%) male and 168 (60.4%) female participants. Out of total participants, 99(35.6%) teachers reported that they had neck pain. Majority (n=188, 67.6%) of participants had no neck pain related disability while 63 (22.7%) had mild, 22 (7.9%) had moderate and 5 (1.8%) had severe disability. None of the participants had complete disability. Female gender was significantly associated (P-value<0.05) with neck pain and disability. Conclusion Prevalence of neck pain is high among school teachers. Female teachers and those who take more than 10 classes per week are more prone to developing neck pain.

Medical students’ preferences regarding Psychiatry teaching: a comparison of different lecture delivery methods

This article was migrated. The article was not marked as recommended. Background: Integration of e-learning and digital resources into university medical education is growing. However, there is a lack of systematic evaluation and comparison of different teaching methods. This study examined medical student feedback regarding Psychiatry lectures using routinely collected administrative data, comparing different lecture delivery methods. Method: A quasi-experimental study involving undergraduate medical students undertaking their Psychiatry term at UNSW Sydney was conducted over a three year period. Lectures were delivered in class face-to-face, or via video recording. Data on student ratings of perceived usefulness of the lecture was collated. Differences in students' ratings between lecture delivery methods were examined with independent sample students' t-test in SPSS. Results: Across the three years, four lectures on identical topics with the same pre-prepared content were delivered using different delivery methods, two face-to-face and two via video recording, to 102 medical students. Medical students rated face-to-face lectures to be significantly more useful than video lectures (t (86.9) = 4.902 (p<0.001)). Conclusion: Psychiatry lectures delivered in class were perceived by medical students as more useful than video recordings of the same content. This suggests traditional teaching methods are still valued by students and supports their continued use in clinical Psychiatry education.

Impact of lecture delivery by using PowerPoint presentation and black board and chalk in second year MBBS students in Pharmacology

Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.

Gender preference between traditional and PowerPoint methods of teaching gross anatomy.

INTRODUCTION:Teaching and learning process is increasingly metamorphosing from the traditional chalk and talk to the modern dynamism in the information and communication technology. Medical education is no exception to this dynamism more especially in the teaching of gross anatomy, which serves as one of the bases of understanding the human structure.OBJECTIVE:This study was conducted to determine the gender preference of preclinical medical students on the use of traditional (chalk and talk) and PowerPoint presentation in the teaching of gross anatomy.SUBJECTS AND METHODS:This was cross-sectional and prospective study, which was conducted among preclinical medical students in the University of Maiduguri, Nigeria. Using simple random techniques, a questionnaire was circulated among 280 medical students, where 247 students filled the questionnaire appropriately. The data obtained was analyzed using SPSS version 20 (IBM Corporation, Armonk, NY, USA) to find the method preferred by the students among other things.RESULTS:Majority of the preclinical medical students in the University of Maiduguri preferred PowerPoint method in the teaching of gross anatomy over the conventional methods. The Cronbach alpha value of 0.76 was obtained which is an acceptable level of internal consistency. A statistically significant association was found between gender and preferred method of lecture delivery on the clarity of lecture content where females prefer the conventional method of lecture delivery whereas males prefer the PowerPoint method, On the reproducibility of text and diagram, females prefer PowerPoint method of teaching gross anatomy while males prefer the conventional method of teaching gross anatomy.CONCLUSION:There are gender preferences with regard to clarity of lecture contents and reproducibility of text and diagram. It was also revealed from this study that majority of the preclinical medical students in the University of Maiduguri prefer PowerPoint presentation over the traditional chalk and talk method in most of the questions ask.

Methods of teaching and adequacy of the undergraduate orthodontic curriculum: Perception of Nigerian orthodontic faculty

Background: It is crucially important that undergraduate studies prepare students to be internationally relevant and employable. Thus, the curriculum must be constantly reviewed to ensure this. Aim: The aim of this study was to assess the perceptions of orthodontic faculty in Nigeria about the adequacy and global relevance of the undergraduate orthodontic curriculum in Nigerian dental schools and the most effective methods of lecture delivery to undergraduate students. Materials and Methods: Data were collected from orthodontic lecturers using anonymous structured self-administered questionnaires. Results: About half of the respondents (47.1%) believed that the curriculum used in their dental schools was adequate, while majority (70.1%) reported that it was globally relevant. Majority (88.2%) of the respondents believed that oral lectures with Microsoft PowerPoint presentations were the most effective method of lecture delivery. The use of whiteboard (29.4%), projector with transparencies (17.6%), and blackboard (11.8%) were considered the least effective methods by participants. Conclusion: Orthodontic faculty members in Nigeria believe that the current undergraduate curriculum, though adequate, can be improved upon. Oral lectures with Microsoft PowerPoint presentations were considered as the most effective method of lecture delivery by Nigerian undergraduate orthodontic lecturers.