共查询到20条相似文献，搜索用时 31 毫秒
1.
Mark W. ScerboJoel S. Warm William N. Dember Anthony F. Grasha 《Contemporary educational psychology》1992,17(4)
The lecture process was studied systematically with the following objectives: to reexamine the effects of time upon note-taking and immediate retention, to compare the relative effectiveness of spoken and written cues, and to investigate cuing schedules. Students were asked to view one of a series of videotaped lectures in which certain statements were highlighted by either spoken or written cues. The contents of students' notes and assessments of immediate recall and recognition provided the dependent measures. Students recorded increasingly less information in their notes over the course of the lecture, but retention of material from different portions of the lecture was essentially the same. Written-cued statements were recorded more frequently and retained better than statements preceded by spoken cues. Finally, the different schedules of cuing were shown to have subtle effects upon note-taking and recall. 相似文献
2.
Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not contain spoken organizational lecture cues. Participants either recorded lecture notes or refrained from notetaking while listening to the cued or uncued lecture. Results showed that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35%, respectively. Results also confirmed that lecture cues and notetaking work to raise achievement. Notetaking resulted in about 13% higher test achievement than not taking notes. Cueing raised test achievement 15–45% versus noncueing. Educators are encouraged to use spoken organizational cues while presenting lectures. 相似文献
3.
《Journal of Further & Higher Education》2012,36(1):119-134
We present findings from a study exploring student and staff perceptions of the use of webnotes, and whether their availability affects attendance at lectures. A questionnaire survey gathered data from 162 undergraduate and masters students and 20 staff. Students and staff agree that webnotes have become an expected supplement to lecture delivery, and cite a range of advantages of such notes. There are mixed views on the impact of webnotes on attendance; all agree that it is important that the lecture is seen to ‘add value’ over webnotes. Some see gapped notes as encouraging interaction and engagement, whilst others feel that they interrupt concentration and learning. Staff offered insights into how lecturers can enhance the effectiveness of students’ use of webnotes. Suggestions are offered as to how both students and academic staff might improve their practice in this context. 相似文献
4.
Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking. 相似文献
5.
A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes. 相似文献
6.
Lectures are often thought of in terms of information transfer: students (do not) “get” or “construct meaning of” what physics
professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not
explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences
of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on
the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding
physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational “more” may explain
(part of) the gap between students’ participative understanding that exists in the situation where they sit in the lecture
on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in
lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including
gestures, body movements, body positions, prosody, and so forth. 相似文献
7.
Dr. Rosalind Miller 《Clearing house (Menasha, Wis.)》2013,86(5):227-229
Students with mild disabilities have a difficult time recording notes from lectures. Accurate note taking is important because it helps students understand the content from lectures and notes serve as a document for later review. In this article, the author describes what teachers can do before, during, and after the lecture to help students become better note takers. 相似文献
8.
对高校就业指导课本质的再认识及课程体系构建的思考 总被引：2，自引：0，他引：2
杨国龙 《楚雄师范学院学报》2009,24(5):61-66
在高等教育日益大众化的今天,应运而牛的就业指导课程面临着巨大的提高就业素质的压力.传统的开设讲座方式只能满足知识传授的目的,对于真实提升学生综合素质却收效甚微.为此,笔者提出应根据就业指导课程的目的,确定其"综合素质教育"的课程内涵,并据此确立以学生实践活动为中心,以学生获得体验、领悟为目标,以专题讲座和各专业学生实践训练相结合为形式的全新就业指导教育课程体系. 相似文献
9.
在信息安全实验教学中培养创新能力 总被引：3，自引：0，他引：3
培养学生的创新能力应采用"理论-实验-互动"的方法。这种方法将更多的实验加到理论性强、比较枯燥、不容易理解的专业课学习中,在实验中通过师生互动加深对理论知识的理解。这种方法可以提高学生自主学习的积极性,是提高教学质量的关键。文中以访问控制技术为例阐述实验教学是培养学生创新能力的关键。 相似文献
10.
刘爱华 《沈阳教育学院学报》2008,10(1):110-112
认为校本培训是教师专业成长的重要途径之一,必须强化校本培训的过程管理。才能保障校本培训的质量。阐述了在校本培训中,采取以观念“导”、以需求“促”、以听评课“引”、以科研“带”、以实践“评”、以制度“束”等手段,才能实现过程管理,提升校本培训的质量。 相似文献
11.
《学校用计算机》2013,30(3-4):77-86
SUMMARY The current study chronicles what one professor learned from teaching a distance education course with and without the aid of PowerPoint multimedia presentation software. It compares student ratings of three lectures from the same classes by the same professor; the first, a traditional lecture without any audiovisual aids; the second, a lecture supplemented by PowerPoint notes outlining the lecture; and finally, a multimedia lecture utilizing PowerPoint notes with pictures, music and animations. Students reacted no differently to any of the presentations when delivered by an experienced teacher. The students did, however, prefer PowerPoint multimedia to PowerPoint outline presentations. Suggestions for the optimal uses of presentation software are provided. 相似文献
12.
吴桂萍 《湖南第一师范学报》2003,3(4):79-81
演示实验是物理教学中的一种重要手段．利用有违常理和现象奇特的、与佯谬相矛盾的、惊险的、与实际生活相联系的演示实验进行教学．能有效地激发学生学习物理的动机和兴趣。 相似文献
13.
导向性与价值性的统一——对提高思想政治理论课实效性的传播学审视 总被引：4，自引：0，他引：4
导向性是思想政治理论课的主旨和根本所在,也是思想政治理论课的应有之义。思想政治理论课教学必须坚持和突出正确的导向性。但是,思想政治理论课导向性的实现,需要以其价值性为前提和载体。忽视思想政治理论课的价值性,导向性往往就难以实现。提高思想政治理论课实效性必须着眼于大学生的实际需要,坚持导向性和价值性的统一。 相似文献
14.
Previous research has shown that self-questioning is an effective strategy for improving reading comprehension. The present study extended this line of research by investigating the use of self-questioning strategies with orally presented material. The study examined the relative effectiveness of four learning strategies on college students' comprehension of lectures and on their feelings of control over their success in learning. The four strategy conditions were self-and peer-questioning in small cooperative groups, independent self-questioning, review in small cooperative groups, and independent review. Students in the self-questioning conditions were trained to use a self-questioning procedure to process information presented in lecture. Results indicated that both of the self-questioning strategies significantly improved lecture comprehension over time. Significant differences were also found among the strategies with the self/peer questioners as well as the self-questioners showing post-treatment comprehension superior to that of participants using either of the review strategies. No significant change was found for students' feelings of control. These results suggest that practice in this self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. 相似文献
15.
《Contemporary educational psychology》1988,13(1):33-44
This study examined the relationship between lecture notetaking behaviors and academic ability and the relationship among lecture notetaking behaviors, information-processing ability, and more global measures of ability (i.e., GPA and ACT scores). Previous research had not investigated working-memory ability and specific notetaking behaviors. Four types of information were gathered from the 32 undergraduate students participating in this experiment: (a) score on a test of information-processing ability, (b) analyses of notes taken during a designated lecture, (c) score on a test pertaining to that lecture, and (d) score on a course exam covering several other lectures. In addition, GPA and ACT scores were drawn from each student's records. Results confirmed that amount of notetaking is related to academic achievement and established that ability to hold and manipulate prepositional knowledge in working memory is related to the number of words, complex propositions, and main ideas recorded in notes. In fact, stepwise multiple regression analyses indicated that this information-processing ability was a more significant predictor of complex propositions and words recorded in notes than were global measures of ability such as GPA or ACT scores. This research is of practical importance because pedagogical activities may reduce cognitive strain associated with notetaking and because information-processing ability is, in part, controllable. 相似文献
16.
Sister Maura S.S.N.D. 《College Teaching》2013,61(3):188-189
AbstractMindfulness meditation involves focusing one's attention on the present moment in a non-judgmental way. Several recently published investigations have demonstrated that a brief session of mindfulness meditation, practiced before a higher-education course lecture, can improve performance on a quiz over lecture content given immediately following the lecture. It is less clear how mindfulness meditation, practiced before multiple course lectures, impacts performance on quizzes over time as well as on a cumulative exam over all lecture contents. The present experiment compared a mindfulness meditation group to an active control group; each practiced 6 min of mindfulness or relaxation prior to seven course lectures. Following each lecture, a quiz was given over lecture contents to measure short-term academic achievement. A cumulative exam was later given over all lecture content to measure long-term academic achievement. In contrast to prior published investigations, there were no effects of mindfulness meditation on academic achievement. Given these promising yet inconsistent effects, future work should explore the moderators (i.e., individual differences; duration, frequency, and style of meditation practice) of mindfulness meditation's salutary benefits. 相似文献
17.
Anguelina Popova Paul A. Kirschner Richard Joiner 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):330-339
A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximise learning. This study uses two well‐documented tools for learning from text—advance organisers and higher order questions—adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organisers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture. 相似文献
18.
Many factors contribute to the way a lecture is conceptualized and delivered. These include one's philosophy and beliefs about teaching, knowledge of pedagogical principles, availability of resources, and the realities surrounding the instructional situation. In this paper three types of lecturing styles are described and their differences are highlighted in the context of current conceptions of teaching and pedagogical principles. The three lectures are subsequently characterized as content-driven, context-driven, and pedagogy-driven. Evaluation data suggest that the more pedagogically oriented the lecture, the higher it is rated by students. 相似文献
19.
Synnöve Kekkonen–Moneta & Giovanni B Moneta 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):423-433
This paper evaluates the effectiveness of Web–based, highly interactive, and multimedia–rich e–learning materials by comparing students' learning outcomes in the lecture and online versions of an introductory computing course. The course versions differed only in that face–to–face lectures were replaced with e–learning modules in the online course; the other course elements (laboratory sessions, use of computer–mediated communications, examinations) were the same. The e–learning trial took place at the Hong Kong University of Science and Technology, where the first author taught the lecture course to 105 students, and the online course to 180 and 129 students in the following semesters. The lecture and online students achieved comparable factual learning outcomes and the online students outperformed the lecture students in applied–conceptual learning. Findings suggest that the use of carefully designed interactive e–learning modules fosters higher–order learning outcomes. 相似文献
20.
Although we were required to lecture to large groups of over 170 students, the traditional lecture clashed with our commitment to teach in a way that was student-centred, relational and socially and politically transformative. In this context, and using an action research approach, we sought to turn our large-group lectures into a space that both met some of the historic aims of the lecture in passing on received knowledge, but also became a space for students to immediately engage in a process of discussion and dialogue around the concepts and ideas raised. Although the literature suggested this was not possible in groups of over a hundred, we found that our students identified that the re-imagined lecture significantly aided their learning in a number of key respects. 相似文献