scholarly journals Utilizing Inquiry Based eLearning Modules for Pre‐Lecture Content Delivery in a Molecular Biology Course at an Australian University to Facilitate Active Learning in the Lecture Theatre

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Tracey Kuit ◽  
Karen Fildes ◽  
Teresa Treweek ◽  
Michelle Moscova
Keyword(s):  
Active Learning ◽  
Molecular Biology ◽  
Content Delivery ◽  
Lecture Theatre

Learning IT

2011 ◽  
pp. 201-210
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Making Class Time Count

2021 ◽  
pp. 193-217
Author(s):  
Alice Katherine Shepherd
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Institutional Context ◽  
Student Perspectives ◽  
Large Cohort ◽  
Learning Approaches ◽  
Design Practice ◽  
Class Time ◽  
Lecture Theatre

This case study describes the ‘semi-flipped' redesign of an undergraduate Introductory Management Accounting module with a large cohort, using a newly refurbished ‘collaborative lecture theatre' at a large English research-intensive university. The chapter outlines the affordances of the collaborative lecture theatre and explains how these were used to promote the active application of theories and techniques in small groups during redesigned lecture sessions. The case considers the approach, design, practice, and space, and includes pedagogies readily transferable to other disciplines. The chapter considers the evaluation of the collaborative lecture theatre and the module redesign from staff and student perspectives. It identifies current challenges relating to the topic in the institutional context and concludes with recommendations and solutions for other institutions wishing to reconfigure spaces to promote active learning approaches.

scholarly journals Active learning in the lecture theatre using 3D printed objects

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 61
Author(s):  
David P. Smith
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Focal Point ◽  
Biological Molecules ◽  
Learning Tools ◽  
Core Knowledge ◽  
Lecture Theatre ◽  
3D Printed ◽  
The Difference ◽  
High Level

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Learning IT

2011 ◽  
pp. 99-111 ◽  
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

scholarly journals Catching the virus – a peer-to-peer game that encourages active participation in microbiology lectures

2022 ◽  
Vol 4 (1) ◽  
Author(s):  
Paul Dean
Keyword(s):  
Active Learning ◽  
Student Teacher ◽  
Active Participation ◽  
Peer To Peer ◽  
Learning Games ◽  
Competitive Edge ◽  
Lecture Room ◽  
Lecture Theatre

An important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student–teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the ‘catch-the-virus’ game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.

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