Is Attending Lectures Still Relevant in Engineering Education?

Autor/inn/en	Fitzpatrick, J.; Cronin, K.; Byrne, E.
Titel	Is Attending Lectures Still Relevant in Engineering Education?
Quelle	In: European Journal of Engineering Education, 36 (2011) 3, S.301-312 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Engineering Education; Active Learning; Chemical Engineering; Lecture Method; Case Studies; Undergraduate Study; Teaching Methods; Questionnaires; Surveys; Attendance; Teacher Effectiveness; Student Evaluation + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Aktives Lernen; Chemisches Prüfverfahren; Case study; Fallstudie; Case Study; Grundstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Survey; Umfrage; Befragung; Anwesenheit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulnote; Studentische Bewertung
Abstract	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 The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education.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. (Contains 3 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10