Showing 2 results for Lecture
Tooba Heidari, Noorolsadat Kariman, Zahra Heidari, Laila Amirifarahani,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: Different studies have shown the inability of traditional lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback lecture method and conventional lecture method on learning and quality of teaching. Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback lecture” and “teaching by conventional lecture”. Desired topic were presented by one teacher as a 90- minute lecture in control group and as two 35-minute lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short tem and long term learning and quality of teaching form. Results: Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups(p=0.011). Also, total and domain scores of post test after a month were not different in both groups. Conclusion: Results indicated that learning by feedback lecture can be more effective than conventional lecture method in application and analysis domain.
Ali Ghazavi, Mohammad Rafiei, Ghasem Mosayebi,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: One advantage of a textbook is that you can refer back to the textbook for missed, misunderstood, or forgotten information. This does not apply to class lectures notes because heard things can forget quickly and thoroughly. The aim of this study was survey of student’s attitude about reasons of tendency to use lecture notes instead of textbooks. Materials and Methods: This is an analytical cross-sectional study. Sample size was 213 students with different academic fields and terms. Data to students’ tendency to lecture notes were collected and analyzed by valid questionnaire. Results: Most important factors in students’ opinion were, textbook contain is more than lecture notes, society’s tendency to academic degree, inattention to literacy and awareness levels and lack of sufficient proficiency on English language. Conclusion: Tendency to usage of lecture notes is one of basic reasons of students’ stagnation and ultimately, leads to lose of their research morale and motivation
