Lectures and Active Learning

Lectures and active learning lectures can be defined as "speech read or transmitted before the audience or class." (Dictionary.com). On the other hand, active learning is defined as "a learning environment that allows students to talk, listen, read, write, think, applying learning content." (Meyers and Jones) There are many obvious differences between the two teaching methods. The lecture comes from the Latin "Read" (Hanford), so it can be regarded as a simple reading.

Teaching methods may include traditional lectures. However, positive learning is highly encouraged. Active learning includes classroom discussions, group work, field trips, demonstrations, laboratory experiments, and other appropriate tasks. Encourage the use of technology. Methods include building graphics by analyzing numerical data using appropriate applications such as Excel. It may involve a student providing a PowerPoint presentation or it may involve recording and interpreting data through audiovisual technology

Meltzer and Manivannan (2002) and Sandry (2005) argue that the concept of lecture needs to be educational activities, and they believe that lectures can include active learning. However, Elliot (2005) argues that it is difficult to encourage active learning, such as social wandering and concerns of evaluation that lead to a decline in the willingness of viewers to participate. One possible solution to encourage spectator participation in the lecture is to use an audience response system that allows spectators to participate anonymously.

The problem of our current educational practice is that the lecture model is passive listening. We need to make efforts so that students will be more active in active learning models. People learn by doing not by lectures. Expertise to create a very attractive education is a prerequisite. This requires a detailed understanding of interactive technology and an understanding of human behavior and teaching methods. Deep learning accomplishes the ability to respond to human behavior. This is essential for effective teaching and is not as possible

This article is not a thorough or original explanation of active learning in undergraduate lectures. Instead, its aim is to show examples of aggressive learning strategies that can be easily integrated into traditional lectures with minimal requirements on technology, time, and / or architectural changes. Careful examination of some simple active learning strategies will make traditional lectures more attractive to students, bring more rewards to teachers, and be more effective for everyone I can do it.

Classroom activities: a simple strategy to incorporate student-centered activities into science lectures of university students