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"Lecture method in teaching"
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A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture.
Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome.
Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference.
Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Journal Article
The lecturer's toolkit : a practical guide to assessment, learning and teaching
\"The 5th Edition of The Lecturer's Toolkit addresses the needs and aspirations both of staff new to teaching in tertiary education and experienced teachers. It focuses on practical suggestions about how best learning happens, the importance of assessment and feedback, ways of tackling the challenges and stresses of teaching, whether in large groups, small groups, or online. The new volume adapts approaches to cover digital and online learning as well as face-to-face contexts. Based on four decades of experience of higher education and written in a jargon-free manner with authority and clarity, this invaluable guide remains a wide-ranging and practical resource for lecturers\"-- Provided by publisher.
Book
Turn up, tune in, don't drop out
Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.
Journal Article
The college lecture today : an interdisciplinary defense for the contemporary university
\"The College Lecture Today makes the affirmative case for the lecture in the social sciences and humanities. Aimed at teachers, students, and administrators who want to improve teaching at their universities, this book explores how to lecture without sacrificing theoretical knowledge\"-- Provided by publisher.
Book
Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China
Background
To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates.
Methods
The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed.
Results
There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group.
Conclusions
The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.
Journal Article
The textbook & the lecture : education in the age of new media
\"Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media\"-- Provided by publisher.
Book
Comparison of case-based learning and traditional lecture in teaching residents on research misconduct: a controlled before-and-after study
As scientific outputs continue to surge, research misconduct has garnered global attention. Case-based learning (CBL), an active student-centered learning strategy, possesses many advantages but has not been widely used in China due to resource constraints. This study aimed to address the research gap regarding the impact of CBL and traditional lecture on residents’ knowledge and attitudes towards research misconduct. This controlled before-and-after study was conducted at two tertiary hospitals in southwest China from November 2022 through March 2023. All medical residents at the two hospitals were defined as participants. Residents participating in CBL course at one hospital comprised the experimental group, whereas those engaging in traditional lecture at another hospital constituted the control group. The CBL and control group included 202 and 205 individuals, respectively. A total of 298 subjects were successfully matched after propensity score matching, with 149 individuals in each group. After the courses, the participants’ knowledge on research misconduct, perceived consequences for research misconduct, and their agreement rate regarding research misconduct improved in the CBL and control group ( P < 0.05), but certain aspects of their perceived consequences and agreement rate did not show significant improvement in the control group. The results revealed that there is a marked enhancement in residents’ knowledge about research misconduct, their perception of its consequences, and their overall disapproval of such behavior in the CBL group. This underscores the effectiveness of CBL in fostering a deeper understanding and stronger aversion towards research misconduct among residents.
Journal Article
A concise guide to lecturing in higher education and the academic professional apprenticeship
Ideal for lecturers new to delivering higher education in universities, colleges and the private sector. It is specifically organised to cover the requirements of the new Academic Professional Apprenticeship, both teaching and research specialisms, and also supports lecturers undertaking the Post Graduate Certificate in Higher Education.
The contents are fully mapped to the Higher Education Academy's UK Professional Standards Framework and the VITAE research standards.
It is designed for both teaching and research lecturer apprenticeship routes and includes clear guidance to help pass the end-point assessment.
There is a focus on the holistic development of the academic professional within the current context of higher education.
eBook
Lights, camera, active! Appreciation of active learning predicts positive attitudes towards lecture capture
Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available at https://osf.io/uzs3t/. (HRK / Abstract übernommen).
Journal Article