Is attending lectures still relevant in engineering education?
Is attending lectures still relevant in engineering education?
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DOI：
10.1080/03043797.2011.585226
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发表时间：
2011-06
影响因子：
2.3
通讯作者：
J. Fitzpatrick;K. Cronin;E. Byrne
中科院分区：
文献类型：
--
作者：
J. Fitzpatrick;K. Cronin;E. Byrne
对一组化学工程本科学生进行了个案研究，从学生的角度评估听课的相关性，并了解这些学生为什么听课和不听课，以期开发出对学生更感兴趣和更有利于学习的教学方法。学生通过问卷调查的方式进行调查，从他们那里收集定量和定性的数据。大多数学生表示，讲座对他们的学习仍然非常有益，并不是一种过时的教育模式。不出席讲座的主要原因是时间优先和课程负担过重，以及其他学术活动和教学质量差的问题。学生们提出了一些建议，以改善授课和听课情况，包括在授课中纳入主动学习，将授课与评估联系起来，并为笔记中已有的内容增加额外价值。
A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes.