Henrik G.S. Arvidsson institute of international business research.
Teaching: Traditional lectures or more modern approaches, what you prefer?
I hope you had a wonderful Christmas. Im very much interested in teaching and I would like to ask your views on a highly ( to me at least) interesting topic. There are probably as many methods of teaching methods as there are lecturers but here are a few types accepted in literature.
Pädagogische Hochschule Wien Akademie der bildenden Künste
Since hybrid teaching has no didactic added value compared to blended learning, it is recommended that blended learning scenarios be examined and, if possible, combined with classic on-site seminars, lectures and laboratory situations. Direct interaction in teaching-learning situations is still the most promising form of knowledge transfer.
Good teaching still offers disciplinary and interdisciplinary freedom for individual focus and profile formation. ... Good teaching includes respectful and appreciative interaction between teachers and learners and lecturers who take students seriously.
This is another reason why direct interaction is recommended.
You raised a highly relevant topic. May I argue COVID-19 forces to apply innovative approaches to enable hybrid - teaching models mostly in a remote - format: Flipped classroom with cooperative learning to reach optimal personalized experience.
1) Elkhatat, A.M., Al-Muhtaseb, S.A. Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome. SN Soc Sci1, 113 (2021). https://doi.org/10.1007/s43545-021-00117-6 Open access:
2) Sáiz-Manzanares, M.C., Marticorena-Sánchez, R., Rodríguez-Díez, J.J. et al. Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques. J Comput High Educ33, 747–778 (2021). https://doi.org/10.1007/s12528-021-09289-9 Open access:
I believe that traditional lecture have become part of the treasured past. Modernized methods of teaching _perhaps a blessing more imposed by the hellish Pandemic_ have already become one "evil" we can't do without!
Regrettably, I would say there is no room left in the world now for traditional lectures!
La enseñanza centrada en el alumno es interesante, pero previamente planificado por el docente, en caso contrario se produce un caos sin ningún provecho de aprendizaje para el estudiante y un fracaso didáctico para el docente.
Teaching and learning is known to be either way. Teachers teach and learn whiles students lean and teach. In a traditional learning setting, the in-person cues, expressions and the general experience cannot be exchanged for anything but of course the world is moving so fast that we cannot tie ourselves to all traditions. Either means offer something over the other. The circumstance that requires the choice of either is the paramount determinant here. Each offers an excellent opportunity to learn.
Estimados colegas desde mi experiencia en pregrado mis estudiantes se divierten con la herramienta Kahoot. De esta forma los mantengo motivados, participativos y hay una interacción más amena y dinámica para explicar conceptos o recibir retroalimentación.
There is no one single answer on your question. My opinion is that traditional facilitator led Face to Face training will gradually be replaced by blended learning practices. However, the listed didactical teaching tools will still all be used, but in. different delivery formats....Which ones you select highly depends on many aspects of you teaching, like your education goal, your target group, duration of courses, type of certification issued,. In. online learning design, it depends on your delivery format, e.g. blended, hybrid, fully self paced or facilitated etc.....
I do learn using a variety of models. on the one hand, I use a modern learning approach by applying TPACK, Student-oriented, reverse class but I use a traditional lecture too. Of course, the lecture method that I use is intended to provide motivation and apperception, not as the dominant method
I think that the best form of instruction is tailored to the students. If the students are new to the topic, then instructor prepared and provided lectures are in order. That provides the introduction and background necessary to engage the students. When this background has been provided, then I would shift to a teaching style that directly engages the students. There are many ways to do so. For example, the instructor may actually have the students prepare parts of the next hour's lecture in the form of recitation before the class. If smaller class sizes are involved, then a favorite teaching method of mine is the seminar format. Of course, this format is mostly intended for students with a strong background, e.g., graduate students or advanced undergraduates. I think this method gives the student a strong sense of ownership of the material being taught. It also provides them with experience in communicating the material to others. The end goal is of course not only for the students to learn the material, but to endow them with independence in its application.
It depends on the objective of the course and the characteristics of learners. A traditional lecture (with a great teacher) would be a good way for delivering factual knowledge for novices such as at the elementary level. Active learning activities with student-centered philosophy are preferred for critical thinking, self-improvement, and lifelong learning.
Dear Prof Henrik G.S. Arvidsson , to tackle your question, I propose applying a backwards design thinking: what is the ultimate goal of any teaching method? Hopefully high quality, impactful education. However, human brains tend forget quickly so what makes learning 'stick'? Our research has indicated that long-lasting knowledge in various modalities (online, face-to-face, blended) requires practices that activate students cognitively, socially and emotionally [1,2]. In sum, lectures by knowledgeable teachers are great for imparting distilled facts and sparking curiosity and interest in a subject but the actual learning starts only when students become the protagonists as Kitiyot Yotsombut and Douglas Vinson Nance also suggest.
Personally I am a proponent of playful and gameful academic approaches to online learning that empower students to have 'hard fun' while moving beyond their comfort zones [3-5].
 Mystakidis, S., Berki, E., & Valtanen, J.-P. (2021). Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review. Applied Sciences, 11(5), 2412. https://doi.org/10.3390/app11052412
 Mystakidis, S. (2021). Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. International Journal of Gaming and Computer-Mediated Simulations, 13(4).
 Mystakidis, S. (2020). Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement. In 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020) (pp. 1–6). Piraeus, Greece, 15-17 July 2020: IEEE. https://doi.org/10.1109/IISA50023.2020.9284417
 Mystakidis, S., Fragkaki, M., & Filippousis, G. (2021). Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers. Computers, 10(10), 134. https://doi.org/10.3390/computers10100134
Before I retired, I was a nurse practitioner for bladder and bowel health. I had a clinical caseload but also taught nurses and carers.
I would go to the teaching session with a PowerPoint presentation and had a handout for each attendee made up (usually) of slides and room for those listening to make notes.
Then I would be prepared to present using a lecturer centred approach but was really happy when those attending would join in. I mentioned that if patient / client was mentioned that s/he must be anonymised but then welcomed a switch to student centred session.
I did try to show all my slides but was able to discuss in further depth wherever required. And if I was unable to answer a question, I'd find out the answer and pass on the new information.
Traditional lectures they have with them a knowledgeable contribution whereby one can certainly confirm that old is gold .Under modern approach one has to move with the new compass not to study the readymate guideline whereby the knowledge becomes in living compass.
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