Lecture PNG Transparent Images

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License Info: Creative Commons 4.0 BY-NC


Submitted by on Mar 8, 2020

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The formal lecture has long been at the heart of university education. A large number of students from the audience while the professor takes center stage and transmits his/her wisdom. That lectures have remained as long as a major method of education is testament to their effectiveness; however, the traditional lecture has certain disadvantages.

The typical human concentration time is reckoned to be around 15 minutes. After this period, the public mind is likely to be on many other things than the subject under study. That lectures are generally passive experiences does not help the problem of concentration. The personality of the lecturer’s also affects public attention. Lecturers are generally selected for their expertise rather than their attractive performance.

Lecturers often provide a barrage of facts. The nature of the medium cannot provide sufficient time for reflection, and even the most alert student will not be able to absorb or understand everything the first time. Everyone receives the same conference, regardless of their ability, their prior knowledge of the subject or other. For some, it may be too easy, for others incredibly difficult. Lectures are usually one-time event; a student may miss a presentation for many reasons, such as illness, traffic delays, etc.

Students have the opportunity to review the lectures when and how they want, and can often gain something new each time they are viewed. The institution can also take advantage of lectures, for example, by making materials available to distance learners, who in turn benefit from much more attractive content than ink on paper (or text on screen). This begs the question of whether there is an ongoing role for traditional lecture, or could the faculty simply spend a few hours in front of a video camera recording their lessons throughout the year (or for many years when the subject does not change)?

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