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Teaching of Psychology, Vol. 36, No. 2. (April 2009), pp. 134-139
Abstract
Instructors often use Microsoft PowerPoint lectures and handouts as support tools to provide students with the main concepts of the lectures. Some instructors and researchers believe that PowerPoint encourages student passivity. We conducted 2 studies to determine whether the use of content-based questions (CBQs) would enhance learning when combined with traditional PowerPoint lectures. Our results indicated significantly higher quiz scores and exam scores when students used CBQs in comparison to using only the traditional PowerPoint lecture and handouts. The results suggest ...
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College Teaching, Vol. 56, No. 1. (2008), pp. 39-44
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Abstract
We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of ...
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Abstract
Objective To evaluate the role of multiple choice questions (MCQs) administered at the conclusion of the lecture in improving medical student learning. Methods This prospective interventional study was conducted in a Medical College. In ten randomly chosen pediatric lectures delivered to prefinal year medical students, MCQs were administered at the conclusion of the lecture and the answers were discussed with the students. After the series of lectures, students were evaluated by hundred ‘single best response’ MCQs with half from ...
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Research in Higher Education, Vol. 50, No. 4. (June 2009), pp. 377-393
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Abstract
Abstract: This exploratory study investigates the impact of class size on the rhetorical move structures and lexico-grammatical features of academic lecture introductions. From the MICASE corpus (The Michigan Corpus of Academic Spoken English), two small corpora of lecture introductions of small- and large-class lectures were compiled. Using a genre-based analytical approach, the lecture introductions in the two corpora were compared to examine how the size of the audience influences the rhetorical and linguistic choices lecturers make in university settings. Findings of ...
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In EDUCAUSE Australasia Conference (29 April 2007)
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Technical Communication, Vol. 52, No. 4. (November 2005), pp. 417-426
Abstract
The traditional design of presentation slides calls for a phrase headline supported by a bulleted list. Recently, many critics have challenged the effectiveness of this design. This article argues for a significantly different design that offers numerous advantages in most communication contexts but that is particularly well suited to technical presentations. Originating at Lawrence Livermore National Laboratory and refined in more than 400 critique sessions at Virginia Tech, this alternative design is characterized by a succinct sentence headline supported by visual ...
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posted to images lectures photographs
by pigironjoe
on 2012-11-02 13:19:57
Abstract
Photographs are the most frequent inscriptions in high school biology textbooks. However, little is known about how students make sense of and learn from photographs; even less is known about the different resources available for making sense of photographs when they appear in lectures. In this study, the use of photographs during lectures and lecture-type situations was analyzed with respect to the semiotic resources that speakers standing next to the projected photographs provided for understanding and learning from them. Our analysis ...
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Abstract
This article employs a mixed?method approach to examine the outcomes produced by using Twitter in a large?lecture course as a means to assess the pedagogical impact and potential of Twitter?s contribution to large?lecture course dynamics. In doing so, it seeks also to explore the broader relationship between methodologies and outcomes. Exploratory in nature and design, this study proceeds from the recognition of the inherent limitations and unpredictability in investigating how new technologies transform social patterns. Such an approach allows us to ...
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Abstract
This paper argues that we know too little of the mental processes in which a listener engages during an academic lecture; and that a better understanding of these processes would assist EAP instructors on pre-sessional courses to target their teaching more precisely. The account provides insights into listener behaviour from three possible perspectives, using three different methods of investigation. Firstly, it attempts to determine what proportion of a piece of monologic lecture-style input is likely to be decoded accurately by an ...
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(02 February 2000)
Abstract
"A comprehensive guide to the uses and possible abuses of the lecture method. Supported by copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Written in an accessible and helpful style, <I>What's the Use of Lectures?</I> should be required reading for all college teachers who use this method."<P>--Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota<P>"A rewarding read for anyone who lectures--experienced or not. I wish we had a book this engaging ...
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