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Active Lectures: Using Reflective Activities to Enhance Engagement and Learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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Active Lectures: Using Reflective Activities to Enhance Engagement and Learning. / Hitchen, Sarah.
Proceedings of the Lancaster Education Conference. Vol. 1 1. ed. Lancaster: Department of Educational Research, Lancaster University, 2024.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Hitchen, S 2024, Active Lectures: Using Reflective Activities to Enhance Engagement and Learning. in Proceedings of the Lancaster Education Conference. 1 edn, vol. 1, Department of Educational Research, Lancaster University, Lancaster. https://doi.org/10.71957/bewwwg69

APA

Hitchen, S. (2024). Active Lectures: Using Reflective Activities to Enhance Engagement and Learning. In Proceedings of the Lancaster Education Conference (1 ed., Vol. 1). Department of Educational Research, Lancaster University. https://doi.org/10.71957/bewwwg69

Vancouver

Hitchen S. Active Lectures: Using Reflective Activities to Enhance Engagement and Learning. In Proceedings of the Lancaster Education Conference. 1 ed. Vol. 1. Lancaster: Department of Educational Research, Lancaster University. 2024 doi: 10.71957/bewwwg69

Author

Hitchen, Sarah. / Active Lectures : Using Reflective Activities to Enhance Engagement and Learning. Proceedings of the Lancaster Education Conference. Vol. 1 1. ed. Lancaster : Department of Educational Research, Lancaster University, 2024.

Bibtex

@inproceedings{2223bedda51040fca7072452852c0388,
title = "Active Lectures: Using Reflective Activities to Enhance Engagement and Learning",
abstract = "This paper explores the use of active and reflective learning within UG and PGT modules, focusing on benefits gained using reflective activities within a traditional lecture-seminar format; a constraint many HE practitioners still have to work within. The place, and value, of instructor-led lectures in HE has been debated for many years now, and since Covid many have seen a fall in attendance rates and lack of engagement with these both in person and as resources supplied for hybrid, distance, or asynchronous learning, which seems to undermine their value further. I suggest here that large-class lectures can still be a valuable tool for effective learning and engagement when combined with an open and reflective approach, rather than being seen as a method for content transmission.",
keywords = "Pedagogy,, Active Learning, Reflective Learning, Philosophy, International Relations",
author = "Sarah Hitchen",
year = "2024",
month = dec,
day = "16",
doi = "10.71957/bewwwg69",
language = "English",
volume = "1",
booktitle = "Proceedings of the Lancaster Education Conference",
publisher = "Department of Educational Research, Lancaster University",
edition = "1",

}

RIS

TY - GEN

T1 - Active Lectures

T2 - Using Reflective Activities to Enhance Engagement and Learning

AU - Hitchen, Sarah

PY - 2024/12/16

Y1 - 2024/12/16

N2 - This paper explores the use of active and reflective learning within UG and PGT modules, focusing on benefits gained using reflective activities within a traditional lecture-seminar format; a constraint many HE practitioners still have to work within. The place, and value, of instructor-led lectures in HE has been debated for many years now, and since Covid many have seen a fall in attendance rates and lack of engagement with these both in person and as resources supplied for hybrid, distance, or asynchronous learning, which seems to undermine their value further. I suggest here that large-class lectures can still be a valuable tool for effective learning and engagement when combined with an open and reflective approach, rather than being seen as a method for content transmission.

AB - This paper explores the use of active and reflective learning within UG and PGT modules, focusing on benefits gained using reflective activities within a traditional lecture-seminar format; a constraint many HE practitioners still have to work within. The place, and value, of instructor-led lectures in HE has been debated for many years now, and since Covid many have seen a fall in attendance rates and lack of engagement with these both in person and as resources supplied for hybrid, distance, or asynchronous learning, which seems to undermine their value further. I suggest here that large-class lectures can still be a valuable tool for effective learning and engagement when combined with an open and reflective approach, rather than being seen as a method for content transmission.

KW - Pedagogy,

KW - Active Learning

KW - Reflective Learning

KW - Philosophy

KW - International Relations

U2 - 10.71957/bewwwg69

DO - 10.71957/bewwwg69

M3 - Conference contribution/Paper

VL - 1

BT - Proceedings of the Lancaster Education Conference

PB - Department of Educational Research, Lancaster University

CY - Lancaster

ER -