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This study focuses on the characterisation of proof teaching in university lectures on mathematical analysis using the commognitive framework. The case is set around a lecturer with experience in teaching this course and a good reputation among university students. Six lectures of the course were analysed using discourse and thematic analysis. The analysis resulted in a range of characteristics of the mathematical discourse for proof teaching of a lecturer. Then, by exploring the proving routines within the characteristics, we produced a typology of teaching characteristics in the lecturer’s discourse; that typology gave us insights into a pattern of proving specific to our case study. The exploration of the proving routines in the lecturer’s discourse offered an in-depth understanding of teaching proof beyond the macro-level descriptions of lectures in the extant literature. We conclude the study with implications for research and education. [ABSTRACT FROM AUTHOR]

The study presents the advantages of, and possible uses for, Orange software for data mining in combination with processing spatial data by ArcGIS Pro software in education. To present suitability of Orange software in education, the scientific method of Physics of Notation by D. Moody is used to evaluate the Orange software's visual vocabulary. All nine principles are applied in the presented evaluation. As a result, a high level of effective cognition of the Orange visual vocabulary is proven by this method. Namely, the semantic transparency of visual vocabulary, thanks the explicit inner icons, is semantically immediate. Also, principle of dual coding is used properly by automatic text labels of graphical symbols with the opportunity to rename labels. Renaming is also a way to ensure the partial overloading of symbols found by the first principle of semiotic clarity. The principle of cognitive interaction is partially fulfilled by automatically reorganizing connector lines between symbols to reduce the crossing of lines. A high level of effective cognition is beneficial for students. The evaluation of the visual notation of Orange software is presented to inform teachers and the geoinformatics community of the highly effective cognitive aspects of Orange software. The two practical lectures of processing in Orange and ArcGIS Pro software are shown to the teachers and students of geoinformatics community as examples of machine learning tasks. They are cluster analyses carried out with the density‐based spatial clustering of applications with noise method, first for the location of cafés in Olomouc town and the second example concerns finding similar European towns based on their land use arrangement, using the neural network and following hierarchical clustering. Both examples could provide inspiration for the geoinformatics community to adopt Orange data mining software. [ABSTRACT FROM AUTHOR]

Globally, the pursuit of translation items is a highly complex, time-consuming issue within international legal settings. It is directly linked to legal systems, with their own lexicon, and meaning. In this article, we seek to show and argue how translators of Law may also resort to a somewhat innovative translation technique, such as hypernymy, to provide a wider lexical equivalent. To achieve our objective, we will generate a list of 18 (North American and Briths) legal items defined by their Spanish translation complexity – parting from our UAM University legal translation students’ outcomes (from a teaching innovation project) – and by their relationship to tribunals and courts decisions. These terms will be looked up (and compared) in both print and online dictionaries, and we will then provide one (or more) hypernym for each of them. By researching and discussing this issue, we will illustrate how helpful hypernyms are in providing innovative translation alternatives. [ABSTRACT FROM AUTHOR]

Background: Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods: This systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results: A total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion: TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction.

This essay draws both on the history of emotions and on celebrity studies to analyse the more than two hundred lectures given by Gustave Lambert, a would-be polar explorer, between 1866 and 1870. These lectures are examined through the press coverage they provoked in various French periodicals and, secondarily, through correspondence. The article argues that Arlie Hochschild's concept of emotional work is relevant to the analysis of Lambert's lecturing and its effects both on his audiences and on himself. [ABSTRACT FROM AUTHOR]

The current study provides detailed data that speaks to the nature of resistance to Flipped Learning pedagogy within a higher education context. A qualitative analysis of this data using the conceptual lens of Judith Butler's theory of performativity drew attention to a pervasive belief that teaching is and should be an embodied performative act. Findings revealed that perceived or actual increased workload, equity and, relevance to observed practice were key to understanding the nature of resistance embedded within an implicit understanding of what it means to do teaching. Findings have theoretical and practical significance for higher education pedagogical innovation. [ABSTRACT FROM AUTHOR]

With the pivot back to on-campus teaching, many students find themselves in an unfamiliar learning environment: the lecture theatre. This can result in low rates of participation in lectures, especially with a diverse student demographic, including English as an Additional Language students. This can result in exclusion from learning for these students, as well as many students feeling nervous about participating in a lecture format. This case study looked at using the education technology Vevox to elicit student participation in a lecture format. Vevox was used to embed multiple tasks into a series of lectures with a cohort of third-year Engineering students. Vevox was found to be effective at eliciting high levels of participation, although some tasks had higher participation rates than others. An evaluation survey was also conducted with students where they responded positively to the implementation of Vevox in the lectures. Finally, the case study discusses potential applications and limitations of Vevox, with a recommendation that similar research could be carried out across multiple courses and cohorts to improve efficacy.

This paper articulates the separate accounts of facial education and lecturing found in A Thousand Plateaus in order to theorize a new concept of lecturing for a post-digital university. Many accounts of Deleuze and Guattari in educational theory turn away from lecturing as hierarchical and striated, yet this approach denies Deleuze and Guattari's deterritorialization of the practice through their description of a lecture by the character Professor Challenger. When read alongside their plateau on facialization, Challenger's unusual performance can be interpreted as an interruption of the abstract machine of facialization that animates traditional accounts of lecturing. The article concludes with implications for a de-faced form of lecturing for a post-digital university. [ABSTRACT FROM AUTHOR]

Contribution: This work sheds light on how classmate behaviors influence gender gaps in verbal participation in lecture-based engineering classes. It is found that after a woman participates in class, there is a temporarily increased likelihood a woman will participate again afterward. Background: Women continue to be underrepresented in STEM higher education, particularly in engineering. Positive classroom experiences are key to retaining women undergraduates, but despite research into the value of interactive teaching that allows classmates to aid each other’s learning, lecturing is still most common in collegiate STEM classrooms. Research Questions: This study considers how classmates influence gender gaps in student verbal participation, even during traditional lecturing. Methodology: One thousand and three hundred and eighty seven student comments are observed over 89 class periods in ten engineering courses. The variation in student verbal participation levels with gender is analyzed, and its correlation with student speaking order, as well as other factors related to the classroom structure, is investigated. Findings: A statistically significant gender gap in class participation is observed, which is not fully explained by factors like class size or comment type. It is found, however, that when one woman participates, it increases the likelihood a woman will participate afterward, pointing to the role of classmates. This trend and the participation gender gap overall are eliminated when isolating classes taught by women. These results suggest that hearing either a woman classmate or instructor speak in class makes other women more likely to do so. As participation is linked to everything from student performance to confidence, this provides an avenue to increase gender equity in classroom experiences through small pedagogical changes that can be readily implemented into traditional lecturing. [ABSTRACT FROM AUTHOR]

A review of related research found the use of recorded lecture videos (RLVs) in undergraduate mathematics to be negatively correlated with academic performance. To investigate this correlation, an initial study found students' regular RLV use to be linked to surface approaches to learning. The present study continued this investigation and was informed by cognitive research on the use of television which suggested framing learning using RLVs as a dual process system operating within a framework of self-regulated learning. Interviews were conducted with some initial study participants focusing on students' judgements of their learning when using RLVs. A dual-process theoretical lens was used to analyse interview transcripts and determine the nature of student thinking processes. Overall, regular RLV users were found significantly more likely to exhibit judgements of learning associated with achieving 'feelings of rightness'. Across both studies, evidence suggests regular RLV use, overall, is depressing student learning. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the growing field of research on teaching practices in higher education, with a focus on the prevalent yet unresearched practice of concept introduction in lectures. This small-scale case-study provides data which lend themselves to a comparative analysis, with a view to describing and accounting for the dispersion of practices which can be observed in spite of the similarity of teaching conditions: three teachers lecturing on the same formal definition of limits of sequences, in similar institutional conditions. A combination of an a priori mapped out space of possible actions, and concepts from the theory of teaching as decision-making allows for a fine-grained analysis of the data, consisting of video-recordings of the sessions, supplemented by pre- and post-interviews with the teachers. We identified two key factors – knowledge of action-plans and 'subjective expected utility' (Schoenfeld, A. H. (2013). Classroom observation in theory and practice. ZDM (Mathematics Education), 45, 607–621) – on the basis of which the instructors' engagement in teaching can be accounted for in a non-evaluative research perspective. [ABSTRACT FROM AUTHOR]

After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that successful pedagogical reforms are long-term, contextualised, and address teachers' beliefs about teaching. It is not enough to put in place overarching policy directives about active learning, nor to simply share best practice, because these strategies do not engage with the particular teaching contexts and beliefs of individual academics. Professional development programs to shift academics away from the traditional lecture must incorporate academics' conceptions of lecturing. Although there has been some research into conceptions of university teaching in general, there is a dearth of literature focusing on conceptions of lecturing in particular. This article addresses that gap, by using a phenomenographic approach to interview 30 academics about their lecturing experiences. From analysing the transcripts, a hierarchy of five ways of experiencing lecturing was identified: (1) Lecturing as soliloquy, (2) Lecturing as connecting meaning, (3) Lecturing as cultivating individuals, (4) Lecturing as transformatively co-creating, (5) Lecturing as enacting research. Three themes of expanding awareness framed this hierarchy: interaction, student diversity, and lecture purpose. By extrapolating these themes downwards, a zeroth category was conjectured: Lecturing as reading. Implications for educators are discussed, along with potentially fruitful avenues of future research. [ABSTRACT FROM AUTHOR]

Abstract Objectives This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods Forty‐five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false‐questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12‐point checklist. Results At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p

The relevance of the research topic due to socio-economic transformations in the Ukrainian economy and, as a result of particular importance for any enterprise is the problem of selection of qualified personnel. On the Ukrainian labor market has undergone significant changes: if earlier the problem was the job search by the worker, today the main problem was the search for a qualified employee by the company. Statement of the problem. New opportunities associated with rekrutinga and improvement of it principles given the SMART technology and to make certain conclusions. Analysis of recent researches and publications. Problems of personnel management, recruitment and selection of personnel, recruiting is dedicated to the work of such scientists-economists as A. Matusevich, T. Butynski, I. Zhilyaeva, E. Zotova, S. Kulakov, V. Kopeikin, V. Lysak, E. Orlova, V. Semenyak, A. Trunov and others. Highlighting unexplored aspects of the problem. In the operation and development of recruitment remains unanswered question about approaches to recruiting principles that justifies its relevance. Statement of the problem, purpose of the study. The purpose of this article is to study the nature of recruitment and its principles, given the SMART. Method or methodology of the study. The study used General scientific methods: dialectic, system-structural analysis and synthesis, generalization. The main material (the results). The article explores the nature of recruitment and the factors that influence it. It reveals the importance of recruiting for enterprise clients. Define the concept of «SMART» and its essence. It is proved that a modernized approach to recruiting, in modern conditions should be based on SMART principles, which takes into account the time factor, the needs of the enterprise client and his requirements to the potential candidate (employee) and the result (performance), which is expected from him. Recommended by the author recruiting at SMART-principles consists of specific, measurable, achievable, relevant and limited in time principles. The scope of the results. The findings and results of this paper can be used in educational and scientific process of economic faculties of higher educational institutions. However, the results can be used for recruiting, selection and hiring clients as well as business leaders, senior managers. Conclusions according to the article. On the basis of the study of the nature of recruitment and its principles, given the technology of SMART, the result of scientific work is that recruting SMART-principles contributes to a more accurate understanding of customer needs and a full view of the field of activity of the enterprise client as well as the ability to find clients and competent to work with them.

In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one's notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. [ABSTRACT FROM AUTHOR]

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The study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle schools (altogether 411 classes) were randomly selected to measure a pattern of questioning and answering during classroom teaching. Findings revealed that a large number of teachers adopted lecturing followed by writing on the board, dictating, and ignored some important teaching techniques such as explaining, demonstrating, and experimentation; though they were familiar with all these. Hardly any student asked questions to the teachers. Teachers missed to generate a gap of knowledge in them, showing hardly any use of curiosity-led instructional teaching design. Throwing any question to class or a group of students was an unplanned teaching behaviour. It was a limitation of an in-built education system that prioritised rote learning, exam scores, and grades that measured more static knowledge rather than understanding knowledge. The findings discussed limitations of the in-built education system and mindset of teachers that discouraged epistemic curiosity in children. [ABSTRACT FROM AUTHOR]

Introduction The present study aimed at assessing the perception of clinical dental students on virtual and traditional lectures, and at corn paring their didactic performance between the two lecturing techniques. Materials and methods. The final didactic grades of all students from two levels who received an objectively unified clinical endodontic undergraduate course through two different lecturing modes (traditional and virtual) were compared. The same sample was surveyed in terms of their preference between the two lecturing techniques. P values ≤ 0.05 were considered statistically significant. Results and discussion. A total of 270 students were involved, and a statistically significant difference was observed in the mean values of the final grades between the virtual and traditional technique in favor of the latter one, whereas gender had no significant effect. Virtual lecturing was the most preferred technique. Conclusions. Although virtual and traditional lecturing techniques are both valid methods, the latter demonstrated superior didactic performance. Students preferred the virtual lecturing technique more than the traditional one. However, a better-designed research is needed to verify the true effect of the two lecturing techniques on students' performances. [ABSTRACT FROM AUTHOR]

Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2024, Abuarab et al.)

Background: Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students' outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods., Methods: This systematic review and meta-analysis included studies that assessed students' performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023., Results: A total of 11 studies comparing TBL against traditional teaching methods and assessing students' performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [-0.85, 5.40]). However, notable heterogeneity was observed with an I 2 value of 82 %, and the observed difference did not reach statistical significance., Conclusion: TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students' performance and engagement, skills development, and satisfaction., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Background: The proper health worker-patient communication is one of the main factors that affect patients’ satisfaction and improve healthcare outcomes. Objectives: The current study aimed at comparing the effect of the two widely used teaching methods of role-playing and lecturing on learning the communication skills among health workers of Kerman health centers in Iran.Methods: The current intervention study included all health workers in Kerman City as the statistical population of whom 120 selected by the census method as the study samples were randomly assigned to three groups of 40 subjects. The first group was trained by role-playing and the second group by lecturing; the third group, as control, received no training. All the subjects completed the Barton standard relationship communication skills questionnaire before and after the intervention. Considering the non-normal distribution of data, the nonparametric Wilcoxon test was used. The data were then analyzed in SPSS software.Results: The mean age of the subjects was 38.54±8.29 years, and 46.7% of them had a high school diploma; 86.7% were married, and 74.2% were females. Based on the findings, the average score of communication skills in the role-playing group increased from 2.90 to 4.29 after the intervention, which was statistically significant (P

COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform.

Objectives: This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods: Forty‐five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false‐questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12‐point checklist. Results: At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p <.05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture‐first and 82% in the video‐first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p <.001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. Conclusions: Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy‐to‐organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice. [ABSTRACT FROM AUTHOR]

By focusing on the work of lecturing - a practice not often considered within literary studies - this essay makes an argument for how Auden's public speaking during the WWII period impacts and alters his poetry. I show how Auden's anxieties regarding his proximity to political rhetoric of this period compels him to revise his method of public speech, first by making him shift to lecturing within an academic context, and second by having him turn to the indirect speech that inheres in allegory. Auden incorporates this allegorical mode of speaking, which he develops in his poem, 'The Sea and the Mirror', into his lectures for his postwar course on Shakespeare at the New School for Social Research. [ABSTRACT FROM AUTHOR]

This paper discusses Humphry Davy's geological interests and the formation of the Royal Institution's mineral collection during the early nineteenth century. Compared to other aspects of Davy and the Royal Institution, both these topics have been comparatively neglected in historical studies. The evidence supports the argument that applying scientific knowledge and method to practical problems was very difficult at the time. This suggests, despite the hopes entertained for it, that geology and mineralogy did not then contribute to the process of industrialisation, except in a negative manner. This failure may explain why the Royal Institution did not develop its mineral collection following initial enthusiasm. [ABSTRACT FROM AUTHOR]

Collaborative learning can be defined as an educational approach used in learning and teaching for working together in an intellectual activity searching for answers, understanding, solutions, or meanings, or creating anything new. The paper focuses on differentiating students' performance in collaborative learning and its impact with the lecture method of teaching. The paper is outcome of empirical study conducted with II M.A. English Integrated students (UG Level) in Annamalai Univeristy, Cuddalore District. [ABSTRACT FROM AUTHOR]

Background: Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method. Objectives: This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students. Research design: In a quasi-experimental study, Crisham’s Nursing Dilemma Test was used to evaluate the results of three groups before, immediately after, and 2 months after intervention. The data were analyzed using the SPSS statistical software (v 15). Participants and research context: Through random allocation, 103 nursing students were divided into three groups. In experiment group 1 (37 students), intervention consisted of Socratic questioning-based sessions on ethics and how to deal with moral dilemmas; experiment group 2 (33 students) attended a 4-h workshop; and the control group (33 students) was not subject to any interventions. Signed informed consent forms: This research was approved by the Ethics Committee of the University. All the participants signed written informed consents. Findings: There were significant differences between experiment group 1 and experiment group 2’s pre-test and post-test scores on moral reasoning (p ≤ 0.001, p ≤ 0.001), nursing principled thinking (p ≤ 0.001, p ≤ 0.001), and practical considerations (p ≤ 0.001, p ≤ 0.031). Discussion: Both the teaching approaches improved the subjects’ moral reasoning; however, Socratic questioning proved more effective than lecturing. Compared to other similar studies in Iran and other countries, the students had inadequate moral reasoning competence. Conclusion: This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics and develop nursing students’ competence of moral reasoning. [ABSTRACT FROM AUTHOR]

Background: This systematic review aimed to extract recommendations from expert opinion articles on how to give a medical research presentation on a scientific conference and to determine whether the experts agree on what makes an effective or poor presentation. Methods: Presentation-related terms were searched within article titles listed in PubMed, restricting the search to English-language articles published from January 1975 to July 2015. Recommendations were extracted from the articles, grouped by content, and analyzed for frequency. Ninety-one articles were included. Among 679 different recommendations, 29 were given in more than 20% of articles each. The five most frequent recommendations were to keep slides simple, adjust the talk to the audience, rehearse, not read the talk from slides or a manuscript, and make eye contact. Results: No article gave advice that was the complete opposite of the 29 most frequent recommendations with the exception of whether a light or dark background should be used for slides. Conclusions: Researchers should comply with these widely accepted standards to be perceived as effective presenters.

The mid-nineteenth century travel writer, lecturer and poet Bayard Taylor self-consciously capitalised on the expanding commercial popularity of the travel narrative to build a substantial literary reputation and upward social mobility. Taylor’s success as a writer resulted from subtly blending sentimental and romantic elements, and punctuating these with popular sensational motifs. However, these strategies, which proved so effective commercially, deeply troubled Taylor as they ran directly counter to his most cherished romantic ideals and literary ambitions. Taylor sought to shield himself from the anxiety that this dilemma produced by advancing ideas in his travel writing and lectures that challenged the core assumptions of middle-class readers. Nevertheless, Taylor came to see himself and his dilemma reflected in the figure of Goethe’s Faust: worldly success, it seemed, came at no lower cost than that of one’s very soul. [ABSTRACT FROM AUTHOR]

Many didactic lectures induce a cognitive load in learners out of proportion to the content that they need to learn (or can learn) during that teaching session. This is due in part to the content, and in part to the way it is displayed or presented. By reducing the cognitive load on our audience, we can increase long-term retention of information. This article briefly summarizes some of the science behind cognitive load as it relates to presentations, and identifies simple steps to reduce it, while maximizing learning. [ABSTRACT FROM AUTHOR]

Aim To examine the benefits and challenges of dual posts, defined here as lecturers who work in clinical practice and have separate contracts with different organisations. Methods A case study approach was used to collate different perspectives. Equal numbers of participants were selected from lecturers (n=3) and dual post holders (n= 3), and one manager was included (n=l). Semi-structured interviews were recorded and transcribed verbatim to collect data. Key words were identified then highlighted throughout the transcripts and text retrievers searched the large amounts of data gathered. Key words were grouped into multiple sub-themes, which were then further grouped into four themes. Findings Four main themes emerged from the data: duality, theory/practice, credibility and student experience. Some benefits and challenges of dual posts were identified. Benefits included helping students contextualise theory into practice and maintaining currency in practice. Challenges were maintaining a multifaceted rale and managing expectations in both rales. Conclusion Dual post holders are regarded as an important part of the team by all stakeholders involved in this study. However, more clarification about the expectations of each rale is required and post holders should have more support from their organisations. [ABSTRACT FROM AUTHOR]

This essay investigates the role of the literary and philosophical societies in Manchester (1781) and Newcastle (1793) as part of the wider network of the 'the transpennine Enlightenment'. It argues that these societies were concerned not just with the science and technology interface, but also with polite letters and general 'improvement'. Originating in conversation societies, they were committed to the collision of mind. Although they banned religious and political controversy, they were not free of conflict over the mode and purpose of the improvement they sponsored, an issue illustrated by the public quarrel over the 'New Institution' at Newcastle in 1808. [ABSTRACT FROM AUTHOR]

Chekhov’s novellaA boring story: From an old man’s journal, provides a rich stimulus for reflecting upon the practice of teaching in higher education. The narrator’s beliefs about academia, science and medicine alongside his tacit theories of learning and encounters with students and colleagues are reflected upon and speculated upon in light of contemporary teaching practice and pedagogic literature. [ABSTRACT FROM AUTHOR]

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their 'ROGs'. We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department. [ABSTRACT FROM AUTHOR]

The tireless efforts of lecturers to deal with the challenges of large classes at universities continue as they persevere to provide quality education to the masses of students. Many issues plague lecturers and students alike, which inadvertently impact on the teaching and learning experience. This article reports on a study that examined the challenges faced by lecturers with large classes at higher education institutions (HEIs) and the different approaches that are used to overcome these challenges. The contribution of this study is that it documents strategies that can be used within the current technological environment to enhance student participation in large classes. The study was conducted at two universities through the use of questionnaires and found that lecturers at both HEIs were faced with similar challenges in teaching/lecturing large classes. The current feasible solution to support the traditional form of lecturing is an integrative approach that incorporates the use of information communication technologies (ICTs) as well as various other teaching approaches, in reaching all students in large classes. [ABSTRACT FROM AUTHOR]

Lecturing is a common instructional format but poor lecturing skills can detract from students’ learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training programme. A quasi-experimental, mixed-methods design was employed to measure participating lecturers’ satisfaction with the programme, changes to their lecturing practices, and changes in student results. All lecturers expressed satisfaction with the programme and felt that they had developed a new set of lecturing skills, and improved ability to impart knowledge to their students. The programme was also associated with a substantial improvement in student results. By contrast, lecturers from the comparison group showed a decline in student results. The results suggest that a short course in public speaking skills can be a cost-effective way to improve teaching and learning outcomes. [ABSTRACT FROM PUBLISHER]