出版社：University of Greenwich, Educational Development Unit
摘要：Limited contact time in the traditional lecture structure poses a challenge for the lecturer to select the depth of material covered in the lecture while ensuring complete coverage of the syllabus. In the case of large groups, this also restricts the time that can be dedicated for enquiry based learning and active engagement with the students. This lack of enquiry based learning is cited as one of the main disadvantages of traditional lectures as a teaching strategy (Cashin 1985). Furthermore, due to the diverse learning abilities of the students some concepts are very basic for a subset of the class and they lose their focus if they feel that trivial points are being discussed in a session.
其他摘要：Limited contact time in the traditional lecture structure poses a challenge for the lecturer to select the depth of material covered in the lecture while ensuring complete coverage of the syllabus. In the case of large groups, this also restricts the time that can be dedicated for enquiry based learning and active engagement with the students. This lack of enquiry based learning is cited as one of the main disadvantages of traditional lectures as a teaching strategy (Cashin 1985). Furthermore, due to the diverse learning abilities of the students some concepts are very basic for a subset of the class and they lose their focus if they feel that trivial points are being discussed in a session.
