scholarly journals “A More Personal Way to Learn During Such an Isolating Time”: The Value of Live Lectures in Online Teaching

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Richard Harris ◽  
Pam Blundell-Birtill ◽  
Madeleine Pownall
Keyword(s):  
United Kingdom ◽  
Student Success ◽  
Face Perception ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
Group Discussions ◽  
Qualitative Feedback ◽  
Online Lectures ◽  
Small Group Discussions ◽  
Live Lecture

The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.

Shaping classroom social experiences through collaborative small‐group discussions

2021 ◽  
Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  
Keyword(s):  
Small Group ◽  
Social Experiences ◽  
Group Discussions ◽  
Small Group Discussions

scholarly journals Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process

2018 ◽  
Vol 32 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jill Schroeder ◽  
Michael Barrett ◽  
David R. Shaw ◽  
Amy B. Asmus ◽  
Harold Coble ◽  
...  
Keyword(s):  
Small Group ◽  
Herbicide Resistance ◽  
Planning Process ◽  
Resistance Management ◽  
Time Of Day ◽  
Full Group ◽  
Group Discussions ◽  
Small Group Discussions ◽  
The Subject ◽  
Selection Of

AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.

scholarly journals An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽  
2002 ◽  
Vol 25 (4) ◽  
Author(s):  
P. Brysiewicz ◽  
R. Cassimjee ◽  
P. Mclnerney
Keyword(s):  
Nursing Students ◽  
Group Work ◽  
Real Life ◽  
Clinical Settings ◽  
Group Discussions ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learner Centered ◽  
Life Problems ◽  
Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

scholarly journals “Developing Experimental Design and Analysis Skills in Undergraduates”: IUPS Teaching Satellite Meeting, Brazil, August 2017

2018 ◽  
Vol 42 (4) ◽  
pp. 615-618
Author(s):  
Dawn Davies ◽  
Frances M. MacMillan
Keyword(s):  
Experimental Design ◽  
Small Group ◽  
Good Practice ◽  
Group Discussions ◽  
International Union ◽  
Research Project ◽  
Small Group Discussions ◽  
Design Skills

This workshop was held at the Teaching Satellite Meeting of the International Union of Physiological Sciences (IUPS), August 5–8, 2017, in Buzios, Rio de Janiero, Brazil. The satellite meeting was attended by physiology educators from across the globe, of whom 34 attended this workshop. The aim of the workshop was to explore how experimental design is taught to students of physiology in different institutions, to consider the aspects that students find challenging, to share good practice, and to think about how experimental design teaching could be improved. Through small-group discussions that were then shared with the whole group, participants were challenged to develop the outline of a research project to investigate a broad topic and then to identify the challenges that students might face if they were given that task. Finally, the group thought about what, in practical terms, could be done to help develop experimental design skills in undergraduates. The outcomes of the discussions are summarized in this report.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

scholarly journals A Reflection on the Online Lectures

2020 ◽  
Vol 3 (9) ◽  
pp. 203-208
Author(s):  
Gracia M. N. Otta
Keyword(s):  
Online Learning ◽  
Management System ◽  
Online Teaching ◽  
Learning Management System ◽  
Mobile Data ◽  
Cross Cultural Communication ◽  
Online Lectures ◽  
E Learning ◽  
Learning Management ◽  
Teaching Learning

The phenomenon of Coronavirus Disease 2019 forced the education system in Indonesia to be run online. The descriptive qualitative method was usedin this research to investigate some cases faced by the Fourth Semester Students of the English Department, Nusa Cendana University toward online learning in Cross-Cultural Communication Lecture. It was conducted to answer students’ perceptions, solutions, and expectations in joining online lectures for the last three months in the Even Semester of Academic Year 2019-2020. To collect the data, and a non-facial interview technique was applied through some online Learning Management System; e-learning by Nusa Cendana University and Google Classroom. The data were analyzed by categorizing the students’ answers. The result of this study showed that11.43% were ready for online lectures, while those who prefer regular classes were 82.86%.Only 27.14% could meet the needs of online lectures since they had available mobile data, while 47.14% frankly stated having mobile data problem. It can be concluded that there were some changes in learning culture that forced students to deal with online teaching-learning activities. Undeniable, it was not easy to organize except well prepared from the very first beginning of class by having Course Contract which only needed to be changed into an online form. Yet, their expectations for universities and government to increase Learning Management System and subsidies for the needs of mobile data bundle (for teachers, lecturers, and students).

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