Introducing Interactivity in Lecture to Improve its Efficacy

2017 ◽  
Vol 2 (6) ◽  
Author(s):  
Sangeeta Maruti Gawali
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Active Participation ◽  
Learning Tool ◽  
Interactive Teaching ◽  
Anonymous Questionnaire ◽  
Interactive Lectures ◽  
Teaching Learning ◽  
Interactive Lecture ◽  
Participant Rating

Background: There are various ways by which learning is made more effective and active participation and attendance of the students can be increased. Interactive lectures are one of the important tools to achieve this. The aim of the present study is evaluating the efficacy of interactive teaching. Methods: Interactive lecture series were arranged followed by didactic lectures. At the end of each lecture feedback was taken by giving anonymous questionnaire from each participant. Rating of response was analyzed by ‘Yes’ or ‘No’ format in percentage. Results: 80-85% students reported interactive lectures are interesting, effective and should be followed regularly. Conclusion: Present study concludes that interactive lecture is an effective teaching learning tool which facilitates learners to think, feel and do.

scholarly journals Interactive teaching in medical education: Experiences and barriers

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Anjana Verma ◽  
Ashish Patyal ◽  
Jitendra Kumar Meena ◽  
Medha Mathur ◽  
Navgeet Mathur
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Successful Implementation ◽  
Interactive Teaching ◽  
Interactive Lectures ◽  
Teaching Learning ◽  
Learning Principles

An interactive teaching method is a form of learning and communicative activity, which focuses on students’ needs and allows them to actively participate in the learning process. With the introduction of competency based medical education (CBME), new teaching methods have been introduced to ensure the attainment of competencies by medical graduates. Research shows that interactive activity in class is an effective teaching learning method. There are many studies which have reported that students prefer interactive lectures based on active learning principles. Despite this, it has been found that many students do not engage with active learning exercise, which is probably due to the reason that among students, there is an already established culture of teaching and learning. The interactive lectures need to be designed after exploring student expectations, feedback, and experiences. Faculty members too have their own skepticism about the use of innovative methods in their teaching. These challenges need to be addressed for successful implementation of CBME based curriculum in medical education. With this review, we present the experiences about the use of interactive teaching methods in the field of medical education and also point out various barriers and challenges on the path of its execution.

Towards Effective Teaching in Project Management

2015 ◽  
pp. 168-182
Author(s):  
Xiaohui Zhao
Keyword(s):  
Project Management ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Student Feedback ◽  
It Management ◽  
It Project Management ◽  
Long Period ◽  
Core Subject ◽  
Teaching Learning ◽  
Management Students

As a typical IT management subject, IT project management has existed as a core subject in universities for a long period. Unlike other subjects, project management requires solid experience to fully understand its concepts and methodologies. Reluctantly, many academics often face the situation that their students lack such experience, and how to ensure the teaching/learning quality becomes an important issue to solve. This chapter first identifies some typical issues with project management students and the corresponding challenges to effective teaching. Some teaching methods are also introduced together with the sharing of the author's experience in applying them in class. The effectiveness of the methods is evaluated according to the teaching improvements in terms of student feedback and satisfaction statistics.

scholarly journals A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

2019 ◽  
Vol 8 (10) ◽  
pp. 2309
Author(s):  
Veena Rani Vemuri ◽  
Sangita Sukumaran
Keyword(s):  
Teaching Methods ◽  
Descriptive Analysis ◽  
Interactive Teaching ◽  
Medical College ◽  
Validated Questionnaire ◽  
Conventional Teaching ◽  
Post Test ◽  
The Difference ◽  
Lecture Session ◽  
Interactive Lecture

Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.

scholarly journals El método de casos para la calidad de la enseñanza-aprendizaje / The Case Method: a tool to enhance the quality of the teaching-learning process

2014 ◽  
Vol 9 (18) ◽  
pp. 17-19
Author(s):  
Rosa B. Rivero C.
Keyword(s):  
Teaching Methods ◽  
Teaching Quality ◽  
Case Method ◽  
Teaching Methodologies ◽  
Interactive Teaching ◽  
Métodos Interactivos ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
Development Of Students

En este artículo se presenta una reflexión sobre la necesidad de utilizar métodos interactivos de enseñanza, específicamente el método de casos, y cómo influye este en el desarrollo de competencias en los estudiantes, así como la contribución del método, considerada por la autora, al proceso continuo de mejora de la calidad de la enseñanza en la educación superior. El artículo también establece cómo el proceso de globalización actual obliga a cambios radicales en las metodologías de enseñanza ya que implica la formación de un profesional global.AbstractThis article presents a reflection on the need to use interactive teaching methods, and discusses the specific example of the Case Method. It argues how this method enhances the development of students’ skills, as well as how this method contributes, in the opinion of the author, to the consistent betterment of the teaching quality in Higher Education. Additionally, this article discusses how the current globalization process forces radical changes in the teaching methodologies, considering that their goal nowadays is the formation of a global professional.

scholarly journals ANALYSIS OF EFFECTIVE TEACHING METHODS FOR ACTIVATING THE EDUCATIONAL AND COGNITIVE ABILITIES OF STUDENTS OF THE UZBEK STATE UNIVERSITY OF PHYSICAL CULTURE AND SPORTS

2020 ◽  
Vol 7 (7(76)) ◽  
pp. 32-34
Author(s):  
R.R. Niyazova ◽  
G.M. Hasanova
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Physical Culture ◽  
State University ◽  
Interactive Teaching ◽  
Research Article ◽  
Pedagogical Skills ◽  
The Subject

In this research article conducted a study to identify the most effective interactive teaching methods on a theoretical lesson on the subject of "Theory and methodology of triathlon" with students at the Uzbek state University of physical culture and sports. Discusses guidelines for the use of active and interactive forms of classes, for the formation and development of professional and pedagogical skills of students.

scholarly journals Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study

2014 ◽  
Vol 6 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Adam P. Sawatsky ◽  
Susan L. Zickmund ◽  
Kathryn Berlacher ◽  
Dan Lesky ◽  
Rosanne Granieri
Keyword(s):  
Internal Medicine ◽  
Focus Groups ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Medical Knowledge ◽  
Active Participation ◽  
Learning Preferences ◽  
High Yield ◽  
Internal Medicine Residents ◽  
Yield Learning

Abstract Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N  =  144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge.

scholarly journals INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION

2020 ◽  
Author(s):  
Shobhana Puranik
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

21st Century is the age of cataclysmic change and creativity. India needs educated man power in huge numbers. Traditional teaching learning methodology is outdated and best methods are to be identified to improve the required skills of the teachers and students. There exists a strong need to change pedagogy from fact-based traditional lecturing to interactive teaching with the aim of fostering durable and employability skills. To address this problem, innovation in teaching and learning has become essential. Adoption of various methods and strategies as mentioned in the paper will help in getting the desired outcome. The present paper describes innovative teaching methods being adopted by higher educational institutes in the country.

scholarly journals The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

2021 ◽  
Vol 16 (4) ◽  
pp. 1976-1996
Author(s):  
Mizambayeva Ferizat ◽  
Baimyrzayev Kuat
Keyword(s):  
Teacher Training ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Professional Training ◽  
Professional Competence ◽  
Transactional Analysis ◽  
Interactive Teaching ◽  
Service Training ◽  
Training Professional ◽  
Pre Service Teacher

The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence.  This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training.   Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

Towards Effective Teaching in Project Management

2016 ◽  
pp. 1611-1625
Author(s):  
Xiaohui Zhao
Keyword(s):  
Project Management ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Student Feedback ◽  
It Management ◽  
It Project Management ◽  
Long Period ◽  
Core Subject ◽  
Teaching Learning ◽  
Management Students

As a typical IT management subject, IT project management has existed as a core subject in universities for a long period. Unlike other subjects, project management requires solid experience to fully understand its concepts and methodologies. Reluctantly, many academics often face the situation that their students lack such experience, and how to ensure the teaching/learning quality becomes an important issue to solve. This chapter first identifies some typical issues with project management students and the corresponding challenges to effective teaching. Some teaching methods are also introduced together with the sharing of the author's experience in applying them in class. The effectiveness of the methods is evaluated according to the teaching improvements in terms of student feedback and satisfaction statistics.

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