Rights statement: 18m
Accepted author manuscript, 379 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Students’ experiences of the value of lectures for their learning
T2 - a close-up comparative study across four institutions
AU - Case, Jennifer
AU - Agrawal, Ashish
AU - Abdalla, Alaa
AU - Pitterson, Nicole
AU - McArthur, Jan
PY - 2024/8/17
Y1 - 2024/8/17
N2 - There is limited contemporary evidence around students’ experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students’ private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes.
AB - There is limited contemporary evidence around students’ experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students’ private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes.
KW - active learning
KW - engagement
KW - experience of learning
KW - interaction
KW - lectures
U2 - 10.1080/13562517.2022.2101096
DO - 10.1080/13562517.2022.2101096
M3 - Journal article
VL - 29
SP - 1638
EP - 1656
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 6
ER -