INDUCTION FOR PART TIME LECTURERS (17)

THEME TEN: LECTURING METHODS (LEARNING OPPORTUNITIES)


1. Introduction

In university education various higher education methodologies are used to equip students with knowledge, skills and attitudes. (Bitzer and Venter, 2002) These higher education methods can be reduced to 3 basic or general methods, namely:


Lecturer methods (lecturer-oriented methods)
Group method (interactive methods)
Self study methods (individualised methods)

A fourth method of teaching is also identified, namely experience-directed methods which are a combination of the three basic education methods (Figure 1)


Figure 1

Lecturer Methods Group Methods Self Study Methods

Afrikaans Voordragvorms Gespreksvorms Opdragsvorms
English Lecture methods Group Methods Self Study forms
Sesotho

Experience-directed methods

A. Lecture Methods B. Group Methods

Lecture methods Class discussions
Demonstration Horseshoe discussions
Presentation of Papers Round table discussions
Symposium Syndicate group method
Panel Buzz groups
Think tanks
Nominal group method
Seminar

C. Self study methods D. Experience-directed methods

Project work simulation
Self study methods case studies
Programmed lecturing socio-drama
Computerised lecturing role play
Computer supported lecturing aboratory lecturing
Sensitivity training

Adapted from Bitzer and Venter (2002).


2. Lecturing methods: “the lecture”

It is a fact that lecturers cannot secure learning outcomes unless they contribute
primarily to students by means of a healthy study culture. During research on the study
culture of students at the UFS (University Free State Orientation, 1998), it was found
that one of the reasons why student attendance at lectures was low could
probably be attributed to the weak presentations by lecturers.

Lecturers should take note of the fact that students are having more and more
democratic input at management level, resulting in participating evaluation of lecturers
at lecture level. As such, this forms part of institutional self-assessment to ensure
quality education within the framework of a highly competitive new system in higher
education.

According to Bitzer and Venter (2002), lecturers can assess themselves with the assistance
of:

 Self-assessment;
 video recordings ;and
 Colleague feedback.

There is nothing wrong with regular and healthy introspection, because “ Higher
Education is as much an art as science, and we will also create a spiritually
impoverished community if we evade assessment and evaluation of teaching
and other practical forms of art” (University Free State Orientation, 2000).

As already explained, the modern higher education methodology emphasises student
centralised trends, however, many part time lecturing is still very much lecture
centralised. To overcome this transformation phase for students who also prefer the
so called “talk and chalk methods” here.

Further to this, here are a few ideas to:

 DETERMINE THE VALUE OF FORMAL LECTURES
 EMPHASISE AN ENTHUSIASTIC AND POSITIVE AWARENESS
 IDENTIFY THE MECHANICAL PHASES OF THE FORM LECTURE, AND
 PROVIDE A FEW SUGGESTIONS WITH REGARD TO THE DYNAMIC ASPECTS OF THE LECTURE






Although this section solely concentrates on the formal lecture as the lecturer centralised method, there are other miscible forms (with, for example, the group method) by which the effectiveness of lectures can be increased.

2.1 MECHANICAL ASPECTS OF THE LECTURE (WHAT?)

2.1.1 Preparation (Awareness)

Quality lecturing is not a random matter. It forms part of higher education planning which includes curriculum development, evaluation of student learning performances and lecturer self- assessment (Bitzer and Venter, 2002).

In view of this background, the responsible lecturer prepares thoroughly in advance when selecting course matter for a lecture. Therefore, it is expected of the successful lecturer to regularly attend new curricula and course structuring actions in order to effectively determine the outcome and place of lectures in this regard.

Thorough preparation of well rounded-off lectures also require proper planning of time of the three main phases, namely:

 The introduction (about 10 minutes).
 The main phase (about 20 – 30 minutes).
 The conclusion (about 10 minutes).

2.1.2 The Introduction

At the beginning of the lecture, students should be informed as soon as possible of what they are expected to achieve ( Bitzer and Venter,2002).

Clear outcomes must be presented to them:

 These must precisely inform the student what is expected of her/him on completion of the lecture.
 The result must be realistically measurable and perceptible.
 It should be possible for most students to attain these outcomes.
(These outcomes could, by nature, also be put to them in the form of questions)

2.2 THE VALUE OF LECTURES
In traditional University education, the formal lecture is a lecturer centralised method to convey new information. The formal lecture is especially suitable:
 For the conveying of new facts of knowledge;
 to introduce a new theme;
 when information is not available from any other source;
 for the lecturing of abstract ideas;
 to demonstrate high level cognitive abilities such as analyses, syntaxes and evaluation and
 When a large group of students must be taught.
The traditional formal lecture is, however, a one-way communication process in which students are usually passive participants to the lecturing-learning process ( Bitzer and Venter, 2002)..
The formal lecture is thus less suitable in the following cases:
 When it results in learner passiveness;
 when it inhibits discussions and internalisation of course material;
 when it limits students from learning from one another;
 to provide students with opportunities to learn cognitive skills at higher levels and
 To promote creativity.
Research findings (Lecture Orientation of University of the Free State, 2001) show that enthusiastic lecturers play an important role in creating enthusiasm, inspiration, motivation and animation in their respective fields of study.

2.2.1 The Flow Phase

The skills required for the preparation of a lecture are referred to as organisational skills, because they are mainly related to the arranging or structuring of the flow phase of the lecture.
Organisational skills include the following:
 The classification of facts and terms.
 Identification of the fundamental concepts in the learning/module material. A fundamental concept can be a statement, definition, principal, rule, concept, generalisation etc. This will depend on the kind of course material being considered.
 Fundamental concepts are useful “stands” on which detailed facts and terms may be hung.
 The relations between key concepts, facts and terms (Pay attention to the logical transition of facts, principles, rules, procedures, etc.).
 Do not present too many key concepts, facts and terms at a time. (Realistic amount).
 Make use of examples to develop the learning content by means of:
 Analogies
(Known and unknown)
(Concrete and abstract)
 Metaphors
(Abstract comparisons)
 Experiences
(Practical to theory)
 Applications (Theory to practical)
 Use of Media
Making the lecture content more attractive is of utmost importance, but the choice of media to be used requires the ability to adapt it to the learning content (University of the Free State lecture orienetation 2001)).
The following examples are important:
Powerpoint;
 overhead projector;
 data projector;
 smart board;
 white board and
 Flip charts.
The most important criteria for the correct choices of media are to ensure that the teaching media in lecturers contribute to the attainment of learning objectives.

2.4 The Conclusion

The conclusion of the lecture is just as important as the introduction. Do not end the lecture in a blunt manner. Rather endeavour to conclude the lecture in an interesting manner so that a holistic picture is established by the student.
The following suggestions could possibly prove useful:

2.4.1 Again emphasise the learning outcome as was done in the introduction and endeavour to test the attainment of the outcomes as a whole.
2.4.2 Summarise the fundamental concepts on the blackboard or in any other appropriate way.
2.4.3 Indicate how the assessment will take place and on what the students should concentrate for examinations.
2.4.4 Show the relationship to the next lecture, and for what students should prepare.

3. THE DYNAMIC ASPECTS OF THE LECTURE (HOW?)

To continually hold the attention of students during a lecture requires special presentation skills. During the course of a lecture, the attention of the students, together with their level of achievement decreases. Therefore, successful lecturers will have their teaching evaluated in order to improve their presentation skills (University Free State Orientation, 2001).
Three main points are very important:
 Verbal skills;
 non-verbal skills and
 Symbolic.
3.1 Verbal skills (a few examples)
 Speak clearly and vary the pace and pitch of the voice;
 use language which is clearly understood and unambiguous;
 ensure that students understand the terminology (level of audience);
 avoid long sentences. Create rest periods;
 avoid irritating words, clauses, and
 Give attention to spontaneous humour.

3.1.1 Non-verbal skills

Only 7% of the message that the lecture wishes to get across is verbal. Students are more predisposed to body language than the spoken word (Venter,2001). Proper gestures are permissible, but one should break annoying habits as soon as possible.
Positive facial expressions of lecturers can definitely contribute to the personal enthusiasm of lecturers. In contrast, an uninteresting attitude will cause students to become bored and inattentive.
Continue to maintain eye contact with and show sensitivity to a student as a person.
According to research, a positive attitude on the part of the lecturer is one of the most important factors which could motivate students to learn (Venter, 2001).
Determine the body language of students … If they appear to be bored, ask them questions or change the presentation style. For example, use the work of Van Der Merwe (2004), Interesting Things to do in your Lecturers.
Where possible, move around in the lecture room in a relaxed manner, as this also creates a physical closeness with the students which can contribute to holding their attention.

3.1.2 Symbolic

Clothes, hairstyle, personal neatness, racism, sexism or any form of discrimination all form part of symbols to which lecturers should be sensitised. Eye contact, body language and attitude are very important for lecturers to remember in a diverse student cohort. Traditions, culture, language all form part of the atmosphere of the lecturer room. It is as important to be friendly and whittey but to avoid sarcastic humour or embarrass student with personal remarks.