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The criticisms of lectures are often summarized by a quote generally misattributed [10] to Mark Twain: College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either. [10]
An online lecture is an educational lecture designed to be posted online. Lectures are recorded to video, audio or both, then uploaded and made viewable on a designated site. Students may go to a certain designated site to view the lecture online at a time which is convenient for them.
When the bell rang on the hour, students had 15 minutes to get to the lecture. [1] Thus a lecture with a defined start time of 10:00 would start at 10:15. Academic quarter exists to a varying extent in many universities, especially where the campus is spread out over a larger area, necessitating the fifteen-minute delay for the students to walk ...
the lecture course, where the instructor gives lectures with minimal interaction; the seminar, where students prepare and present their original written work for discussion and critique; the colloquium or reading course, where the instructor assigns readings for each session which are then discussed by the members;
The Student Hour is approximately 12 hours of class or contact time, approximately 1/10 of the Carnegie Unit (as explained below). As it is used today, a Student Hour is the equivalent of one hour (50 minutes) of lecture time for a single student per week over the course of a semester, usually 14 to 16 weeks.
A lecture hall (or lecture theatre) is a large room used for instruction, typically at a college or university. Unlike a traditional classroom with a capacity normally between one and fifty, the capacity of lecture halls is usually measured in the hundreds.
A study shows that there is hardly any difference in correctly answered questions when students were divided into two groups that used either live lecture or video lecture. [5] But there were some differences in subjective evaluation: 48% of students preferred live lessons, 27% preferred video lessons and 25% stated ‘neutral’.
Student research has found that more students than staff expect lecture recording to be beneficial to learning. In the most part students watch lectures for pragmatic reasons rather than lecture quality. [10] Students do not view recorded lectures as a replacement for attending live lectures, and often continue to attend face to face sessions. [11]