Interactive Lectures and Performances
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چکیده
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منابع مشابه
A Comparative Study of Metadiscourse Markers in English and Persian University Lectures
The purpose of this study was to compare metadiscourse markers in forty English and Persian university lectures. Twenty of them were selected from the British Academic Spoken English corpus. The other 20 were selected from an Iranian website (www.maktoobkhane.com). We used Hyland’s (2005) model of metadiscourse. The metadiscourses were collected. Further, the frequency of each type was studied....
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INTRODUCTION An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. AIMS The present study was conducted to pilot various methods of making lectures interactive and to find the...
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BACKGROUND AND OBJECTIVES The use of an electronic audience response system (ARS) that promotes active participation during lectures has been shown to improve retention rates of factual information in nonmedical settings. This study (1) tested the hypothesis that the use of an ARS during didactic lectures can improve learning outcomes by family medicine residents and (2) identified factors infl...
متن کاملInteractive lecturing: strategies for increasing participation in large group presentations
Interactive lecturing involves an increased interchange between teachers, students and the lecture content.The use of interactive lectures can promote active learning, heighten attention and motivation, g ive feedback to the teacher and the student, and increase satisfaction for both.This article describes a number of interactive techniques that can be used in large group presentations as well ...
متن کاملAn interactive, multi-modal Anatomy workshop improves academic performance in the health sciences: a cohort study
BACKGROUND Students often strategically adopt surface approaches to learning anatomy in order to pass this necessarily content-heavy subject. The consequence of this approach, without understanding and contextualisation, limits transfer of anatomical knowledge to clinical applications. Encouraging deep approaches to learning is challenging in the current environment of lectures and laboratory-b...
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