Relevant bibliographies by topics / Lecturer

Academic literature on the topic 'Lecturer'

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Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "Lecturer"

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Adams, Ramona. "A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 3 (July 30, 2022): 193–201. http://dx.doi.org/10.21522/tijar.2014.09.03.art016.

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This paper reports on the findings from focus groups conducted at Texila American University on the attitudes of its medical students towards morning lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjust the delivery accordingly, and the lecturer answers the students’ questions. The students in the focus groups also discussed what makes for a bad lecture: (1) lecturers reading straight from slides; (2) lecturers who ‘blame the students’ by saying that students don’t work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile and relating to feelings of tiredness each afternoon. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improve the practices of its individual lecturers. Keywords: Focus groups, Lectures, Student attitudes.
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Miklyaeva, A. V., V. N. Panferov, S. A. Bezgodova, and S. V. Vasileva. "Self-Presentation Strategies as a Factor of Lecturer's Personality Perception by Students in Online Interaction at a Media Lecture." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 175–84. http://dx.doi.org/10.21603/2078-8975-2020-22-1-175-184.

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The present reseach featured the effect of the self-presentation strategies used by lecturers on the socio-psychological interpretation of their personality by students at media lectures. The research objective was to define self-presentation strategies that help shape a role model behavior which could be adopted by the students in conditions of direct lecturer – audience interaction. The study focused on two contexts of online interaction. Students in the test group were offered a public media lecture and an out-of-class media lecture given by lecturers they had never seen before. After that, the students were asked to describe the lecrurers using the polar profile technique. Both descriptions showed that the maximum convergence of the image of the lecturer with the reference role model resulted from the strategies of self-aggrandizement and attractive behavior. The strategies of evasion (for women) and power (for men) deviated significantly from the reference role model. These types of behavior had a negative impact on perception. Students gave them lower scores for professional qualities. Public media lectures also demonstrated several significant negative shifts in the lecturer's personality assessment that did not depend on the self-presentation strategies.
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Hof, Yael Tal. "Escorting and Feedbacking Lecturers in Building Lesson Plans Using PowerPoint Software in the Training Center for Nurses." Journal of Education and Culture Studies 3, no. 3 (August 9, 2019): p276. http://dx.doi.org/10.22158/jecs.v3n3p276.

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One of the challenges of today’s lecturers in training centers for nurses is to teach large classes of over 60 students, maintain eye contact with students, ensure understanding, manage a structured lesson and change it according to the class mood. The lecturer must “feel” the class and, accordingly, conduct the lesson. The lecturer develops these skills over time and experience. Today, most of the lecturers prepare lesson plans using PowerPoint (PPT) presentations. It is a simple, user-friendly software that allows to combine images, videos, text, and graphs. In Israel, students learn to use this software even in elementary schools, but as lecturers there is a considerable gap using this tool, which affects the lecture’s efficiency and quality. New lecturers who use presentation in their lecture do not necessarily know how to properly build a presentation. This may lead to the lecturer and lesson’s low evaluation by the students, claiming the presentation is unclear, confusing, discontinuous. Therefore, the question is whether the organization inviting the lecturer has responsibility for the contents and the way of lecturing? Like a news anchor before reading the news, the editors check the content and how it is written, or before publishing a newspaper article it is reviewed and edited. In Ted lectures, the lecturers are the content experts and the knowledgeable, but before these lecturers go up to the stage and speak, media experts work with them on the presentation and clear and elegant message convey. Thus, it is possible to prevent or influence to a certain extent the lesson’s low assessment by students at least in part of using a presentation. The lecturer is part of the organization, which wants to convey a message to the students that the organization is serious, professional and relevant.This article, will present three new lecturers in one of the largest academic training centers in Israel for nurses, who have prepared lesson plans of their choice using PowerPoint (PPT) software. The problems arose in the presentations preparation will be presented, and as a result, the importance that the academic training center will provide support in feedback to improve lesson plans using this tool before entering the lecture.
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Lee, Min Seok. "Discovering the Leisure Characteristics of eSports and Exploring the Possibilities and Limitations of eSports Academization through Autoethnography on the Experience of Teaching Introduction of eSports." Korean Society for Leisure Sciences 13, no. 1 (May 31, 2022): 23–33. http://dx.doi.org/10.37408/kjls.2022.13.1.23.

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This study was conducted to explore the possibilities and limitations of e-sports academization as judged by lecturers in the e-sports industry related theory classes at universities through the autoethnography method. The research results and conclusions revealed through this study can be presented as follows. As an e-sports lecturer, I discovered the following three possibilities of e-sports academization through my introduction of e-sports lectures. First, the necessity of university lectures related to e-sports was confirmed through the responses received before and after the lecture. Second, the possibility of e-sports academization was discovered through positive lecture evaluation and feedback. Third, the leisure characteristics of e-sports were confirmed. Fourth, additional lecture topics derived from e-sports were identified. As a lecturer, I discovered the limitations and difficulties of e-sports academization for the following reasons. First, the limitations of class design due to insufficient academic foundation. Second, negative social views on e-sports itself. The results of this study can help design lectures by providing my experiences to lecturers who want to give theoretical lectures through e-sports in the future.
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Budiarthana, I. Wayan, I. Putu Gede Budayasa, and Ayu Gede Willdahlia. "Sistem Informasi Monitoring Perkuliahan Pada Sekolah Tinggi Ilmu Kesehatan (STIKES) Bali." Jurnal Sistem Informasi dan Komputer Terapan Indonesia (JSIKTI) 1, no. 3 (March 31, 2019): 119–30. http://dx.doi.org/10.33173/jsikti.24.

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The Bali Institute of Health Sciences (STIKES) is a higher education institution in the health sector. Education in an institution needs to be monitored especially the lecture process. At present, the process of monitoring lectures is carried out by recording into paper documents. Several problems arise, namely at the end of each semester staff who perform lecture attendance recapitulation must open a sheet per lecturer attendance form sheet. Then from the lecturer attendance form, the staff in charge must type back into the Microsoft Excel application. This resulted in 2 problems, namely the occurrence of delays in reporting and the difficulty of monitoring lectures by Puket I. From these problems a system is needed that is able to provide information on the presence of lecturers and is able to present information on lecture activities in realtime. The design of this system is translated through Data Flow Diagrams and built using PHP language, for display using CSS, and database using MySQL. Testing this system uses blackbox testing. The lecture monitoring information system can display information about the implementation of lectures for Chairperson I Assistant in real time and can facilitate STIKES Bali staff in conducting lecturers' attendance.
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Fitria, Tira Nur. "Lecturer's Pedagogic Competence: Teaching English in Online Learning During Pandemic Covid-19." Journal of English Education 6, no. 2 (December 31, 2021): 100–108. http://dx.doi.org/10.31327/jee.v6i2.1569.

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This research is to describe the implementation of the lecturer's pedagogic competence in online English teaching at ITB AAS Indonesia during pandemic Covid-19. This research is descriptive qualitative. The result of the analysis shows that the implementation of a lecturer's pedagogic competence in online English teaching consists of three main competencies applied. First, 1) lecturer’s competence in preparing online learning. English lecturer prepares online learning by using e-learning institutions which can be accessed on http://elearning.itbaas.ac.id/. The English lecturer prepares a lecture contract, lesson plans, and syllabus for 1 semester, also teaching materials. The English lecturer also prepares the media of video conferencing in online learning. 2) lecturer’s competence in carrying out online learning. English lecturer teaching English online by using Zoom Meeting and YouTube Live Streaming. The recording and the streaming videos can be accessed on the English lecturer’s YouTube Channel. The students can join Zoom Meeting, YouTube Live Streaming, or both. 3) lecturer’s competence in evaluating online learning. English lecturer evaluates the students’ by giving tasks, mid-term and final tests in writing and reading which are shared in Google Classroom each class to evaluate students’ learning.
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Sujana Eka Putra, I. Gede, Anthony Lee, I. Made Tirta Mahayana, and I. Gede Agung Wicaksono Dharmayasa. "Design and Development Of Lecturer Attendance System Using Radio Frequency Identification (RFID)." International Journal of Computer Science Engineering 10, no. 1 (February 28, 2021): 15–27. http://dx.doi.org/10.21817/ijcsenet/2021/v10i1/211001010.

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Lecturer attendance record is required by the university to know the presence of lecturers in teaching in class. In general condition, lecturer attendance is recorded on the attendance sheet, or input to web application accessed on a class computer. However, there are some problems in its implementation so that at the end, lecturer presence is carried out using a manual form where the academic staff needs to re-enter the lecturer attendance data into the applications. Based on the above, the authors designed and developed a lecturer attendance information system to record lecturers' attendance using radio frequency identification technology by implementing a near field communication card (NFC Card). The device used to record and read presence data during lectures, by tapping an Mi-fare NFC card to an NFC reader / writer device. The flow of this research method begins with a literature study of NFC card, observe the flow of lecture attendance process and data recorded into lecturer attendance sheet, analyzing the database design, the system design which has compatible with NFC reader and writer devices, designed system interface and continue to develop system. The result is system consists of master data, system attendance, verification and reporting module. The results show that NFC card implementation is more practical for lecturers in conducting lecture attendance and NFC card could be tapped out into an NFC device at a maximum distance up to 7 cm with the reading angle relative to NFC reader/writer with range 00 until 300 can read NFC Card.
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Wilkinson, Robert. "Enhancing Lecture Interaction through Live SMS." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 51. http://dx.doi.org/10.7146/hjlcb.v23i45.97346.

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A consistent challenge with lectures to large audiences is the extent to which the lecturer can develop interaction with the audience. Obtaining answers to the lecturer’s questions or stimulating questions from the audience during the lecture may be hampered by the fact that the lecturer and the audience are not able to hear speakers in the audience clearly. This article reports on an experimental design to test the feasibility of allowing live SMS messaging as a means to stimulate interaction during large lectures. The context concerned lectures on academic writing in bachelor’s programmes in business and economics. Each lecture attracted about 500 students. The students were invited to send text messages to a dedicated phone line connected to a computer, which, at chosen intervals, displayed messages for everyone to see. The set-up allowed the lecturer to switch instantly from slides to the message display. Messages could be easily transferred to an Excel fi le for subsequent processing if necessary. Results showed that students did not use the opportunity as frequently as expected, and most messages were not relevant to the topics of the lectures. In this article, explanations for these outcomes are discussed, and recommendations for further implementation are presented. Using a new technology, even a pervasive one like SMS messaging, in a lecture entails modifications to the design, delivery and content of the lecture itself.
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Maimuzar and Nasrul. "Pembelajaran E-Learning Berbasis Web Bagi Pengajar untuk Mendukung Kegiatan Perkuliahan di Politeknik Negeri Padang." Jurnal Ilmiah Poli Rekayasa 12, no. 2 (April 17, 2017): 43. http://dx.doi.org/10.30630/jipr.12.2.41.

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We-based e-Learning System can be used to support lecture’s activity. Lecturer as a teacher need a servise of the Sistim which suitable for their activities. Lecturer’s activities consist of delivering materials, discussion and interaction with their students. Because of that the aplication design is needed to support the activities of lectures. Designing the web based e-Learning System is intended to give a service on the lecture. Lecture can do their teaching activities, delivering the materials and administering it using this e-Learning aplication. From the student side, they have to receive the materials easily from anywhere at anytime. This research have an objective to design a web based e_learning System which give an adequate service supporting the lecturer’s activities. Lecture can use this aplication ti deliver their materials, communicating and interacting with their student, observing the progress of students and give result of learning evaluation from the web. The design and implementation of this e-learning application is based on the requirement of the users. The users consist of lecturer, student, quest, and administrator. The process of aplication design is built within Sistimatical stages. After finishing the design process, the aplication is implemented on the real Sistim. Doing the design testing and functional is to test if the aplication can go well together with design and funtionality.e-Learnign aplication that has been built is designed based on lecturer’s need when doing their lecture’s activities. This e-Learning aplication can be used as contribution for building new aplication or5 improving others that has already exist.
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Jubaidah, Siti, and Rusfandi Rusfandi. "AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (March 25, 2020): 51–62. http://dx.doi.org/10.21067/jibs.v6i2.3784.

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Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process. However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.
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Dissertations / Theses on the topic "Lecturer"

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Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.

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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.

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Arnold, Lydia Jane. "Using technology for student feedback : lecturer perspectives." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2014121/.

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The purpose of this research is to investigate lecturers’ experiences of choosing and using technology for feedback in the context of UK higher education. The study takes a critical realist perspective and utilises a narrative interview methodology. Analysis is undertaken using two complementary approaches. First a connecting strategy explores the themes within each participant’s account, and then a categorising strategy looks at similarities and differences between cases. As a product of the analysis, portraits are created to encapsulate each individual lecturer’s experience. The findings provide a thick description of the deliberations undertaken by lecturers in the formation of feedback practice and in the associated technology selection. Participants come from a range of discipline areas and from five different institutions. They use technologies that incorporate text, audio and audio-visual media. The findings demonstrate that practice is shaped by underlying beliefs about how students use feedback, differing conceptions of academic identity, perspectives of students’ technology expectations, the search for efficiencies, changes in the types of teaching undertaken, professional history, and technological confidence. Individual lecturers are shown to exercise different reflective modes and they mediate the influences on practice in the context of personal priorities. Social networks are shown to be very important in framing feedback and technology related concerns. The practice landscape is shown to be contentious as lecturers hold views about each other’s feedback diligence and technology use. Engagement with technology impacted on lecturers’ perceptions of the quality of feedback being produced. It also triggered some lecturers to reflect on feedback through a different lens and to begin to challenge some of their established practices. The study concludes with recommendations to educational developers and to higher education institutions. More research into the relationship that lecturers have with feedback and technology is recommended.
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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.

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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.
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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.

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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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Sims, Danica Anne. "Factors influencing lecturer assessment practice in diverse southern contexts." Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33041.

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Assessment practice in Health Professionals Education (HPE) has serious consequences for the student and public as it impacts on student learning and outcomes, ultimately certifying a graduate as safe for public practice, and thereby affecting patient care. The goal is for assessment to be practiced in such a way as to drive student learning and outcomes in a desirable manner using assessment to help contribute to the creation of powerful learning environments. Critically, this may not take place without the assessor. In resource-constrained, Southern contexts, the individual lecturer is usually responsible for practicing assessment, as opposed to a collective assessment committee. It is crucially important to explore how lecturers practice assessment and if their practice positively drives learning. Although lecturers are the key role players in assessment practice in the South, little is known of lecturer HPE assessment practice in the global South. Additionally, these lecturers in HPE generally have no or little formal training in assessment. There is a need for evidencebased, theory-informed, valid and appropriate interventions for faculty training and continued professional development that target lecturer assessment practice. I propose that lecturer assessment practice is a behaviour, and that how lecturers' think of assessment (their underlying understanding or conceptions, including assessment literacy) and interacting factors (personal and contextual influences), shape their assessment behaviour. In order to explore this behaviour, the conceptual frameworks of Health Behaviour Theory (HBT) and Southern Theory were employed as theoretical underpinnings guide this research study into lecturer assessment practice in the global South. To this end, using purposive and maximum variant sampling, lecturers in diverse Southern contexts were interviewed (South Africa and Mexico) and lecturers' conceptions of assessment and factors influencing their assessment practice were identified and described in a Phenomenographic outcome space and novel HBT-derived model of lecturer assessment practice respectively. The findings from this study, while needing to undergo further validation in additional Southern contexts, may assist in guiding the design and implementation of strategic and targeted faculty assessment training interventions to enhance lecturer assessment practice leading to the creation of powerful learning environments, thereby improving student outcomes and ultimately improving patient care.
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McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.

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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.
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Lathlean, Judith. "The implementation and development of lecturer practitioner roles in nursing." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259969.

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Shewbert, Sarah Grace. "The versatile Marion Bauer (1882-1955) American composer, lecturer, writer /." University of Portland, 2008. http://library2.up.edu/theses/2008_shewberts.pdf.

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Smith, Alison M. "The 'lecturer' practitioner : case studies of principles, purpose and professional knowledge." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/738112d0-fa5d-455b-9e1d-35d445188572.

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Van, Putten Jessica K. "The influence of the mentor lecturer on pre-service professional teacher identity." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78500.

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The purpose of this study was to determine fourth-year pre-service teachers’ perceptions of the influence of mentor lecturers on their Professional Teacher Identity (PTI) while on teaching practice. The problem underpinning this study was that the students may not be able to mediate the merging of the academic world with the world of work if the influence of the mentor lecturer is lacking. The significance of this study lies in the student perceptions of the mentor lecturers’ role. The data were collected through the Fourth Years Initiative for Research in Education (FIRE) project. Students reflected in groups on the development of their PTI and the role their mentor lecturers played in this development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the students created in workshops. The conceptual framework combined a mentorship and a PTI model. The results showed that in PTI development, the mentor lecturers’ influence ranked sixth out of nine. The students felt misunderstood and unsupported. The findings indicate either that the role of the mentor lecturer is a redundant feature of the BEd programme, the mentor lecturer is not meeting the students’ needs, requiring revisitation of the programme, or this millennial generation sample is not open to critical self-reflection and critique. Similar studies may access the mentor lecturers’ perceptions of their own PTI and their influence on their mentees’ PTI development, and why passion for a subject is not a statistically significant influencer of PTI.
Dissertation (MEd)--University of Pretoria, 2020.
Humanities Education
MEd
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Books on the topic "Lecturer"

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Staff and Educational Development Association., ed. The emotionally intelligent lecturer. Birmingham: SEDA, 2002.

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Lecturer practitioners in action. Oxford: Butterworth-Heinemann, 1997.

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Education, National Association of Teachers in Further and Higher. GNVQs and lecturer workload: Survey report. London: National Association of Teachers in Further and Higher Education, 1995.

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Taylor, D. Crane. John L. Stoddard: Traveller, lecturer, litterateur. New York: P.J. Kenedy, 1989.

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Ralph Waldo Emerson: Preacher and lecturer. Westport, Conn: Greenwood Press, 1995.

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Jenny, Jones. Effective Performance of the Clinical Link Lecturer Role. Poole: Bournemouth University,Institute of Health and Community Studies, 1995.

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From herd boy to university lecturer: An autobiography. Mzuzu [Malawi]: Mzuni Press, 2019.

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Benton, Tim. The rhetoric of modernism: Le Corbusier as a lecturer. Basel: Birkhäuser, 2009.

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The rhetoric of modernism: Le Corbusier as a lecturer. Basel: Birkhäuser, 2009.

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Lathlean, Judith. The implementation and development of lecturer practitioner roles in nursing. Steeple Aston: Ashdale, 1995.

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Book chapters on the topic "Lecturer"

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Lacasse, Germain. "The Film Lecturer." In A Companion to Early Cinema, 487–97. Oxford, UK: Blackwell Publishing Ltd., 2012. http://dx.doi.org/10.1002/9781118274453.ch25.

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Dodgson, Violet. "An ‘uninspiring lecturer’." In Lewis Carroll, 18–20. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-08724-2_10.

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Brown, James Benedict. "The captive lecturer." In Architectural Education Through Materiality, 235–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201205-18.

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Jaki, Stanley L. "Lecturer in Lille." In Uneasy Genius: The Life And Work Of Pierre Duhem, 71–106. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3623-2_3.

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Backer, Mumtaz Begum Aboo. "The dancing lecturer." In Women Practicing Resilience, Self-care and Wellbeing in Academia, 28–40. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003341482-4.

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Suherman, Enjang, Suroso, Budi Rismayadi, and Sihabudin. "Mediating Effect of Psychology Empowerment on the Influence of Knowledge Sharing to Lecturer Performance: An Empirical Study in UBP Karawang." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 445–52. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_56.

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AbstractLecturers’ academic positions, university accreditation ratings, and lecturers’ education levels that are not yet optimal indicate that lecturers’ performance is still not optimal. The government’s efforts by providing scholarships, training, and grants are a form of empowering lecturers. In addition, there are research inconsistencies, which assume that knowledge sharing can improve lecturer performance is a concern, so the authors develop psychological empowerment variables as a form of renewal. The study aims to analyze the effect of psychological empowerment on relationship knowledge sharing on lecturer performance. This research method used descriptive verification with scale range analysis and path analysis. The population of this research was all lecturers at the University of Buana Perjuangan Karawang, with a sample of 119 respondents. The results of this study reveal that the Knowledge sharing variable is in the high category, the two psychological empowerment variables are in a good category, and the performance of lecturers is in a good category. While the verification analysis shows that there is a positive and significant influence of the knowledge sharing variable on psychological empowerment. The effect of the psychological empowerment variable on the performance of lecturers shows a positive and significant impact. The influence of the knowledge sharing variable on the performance of lecturers through psychological empowerment shows a positive and significant impact.
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Abildgaard, Julie Rafn, and Henrik Scharfe. "A Geminoid as Lecturer." In Social Robotics, 408–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34103-8_41.

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Tucker, Craig, Sarah Pedder, and Gemma Martin. "The CBHE Lecturer Experience." In College Based Higher Education and its Identities, 89–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42389-6_5.

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "How to Prepare a Lecture?" In How to Practice Academic Medicine and Publish from Developing Countries?, 405–13. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_42.

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AbstractLectures are an economical and effective way to convey information to large groups of participants. They can provide an overview of a difficult topic or different perspectives on a subject. They can be used to provoke thought and deepen understanding. Lectures can be used to give structure to the students’ reading or to cover material not easily found in textbooks. When lectures are delivered well, the lecturer motivates the students and can become an inspirational role model [1].
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Celestin, Louis-Cyril. "The Itinerant Lecturer: 1856–1859." In Charles-Edouard Brown-Séquard, 95–106. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03020-3_11.

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Conference papers on the topic "Lecturer"

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Muh. Asriadi, A. M., Sulaiman Helmi, G. K. Kassymova, H. Retnawati, Samsul Hadi, and Edi Istiyono. "Effect of Job Satisfaction on Service Quality mediated by Lecturer Performance at State Universities." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.08.

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Job satisfaction achieved by lecturers can affect all aspects of productivity, from performance to the quality of services provided in the academic community. This study focuses on analyzing the effect of job satisfaction on service quality with the performance of lecturers as mediators. This study uses an explanatory research method involving 140 respondents from lecturers who teach at state universities. Respondents were chosen by the simple random technique to fill in the questionnaire instrument with the same. The data analysis technique used was Structural equation modeling-partial least squares (SEM-PLS) with the help of Smart PLS 3. The results showed that job satisfaction had a significant direct effect on lecturer performance. However, it does not have a significant direct effect on the quality of lecturer services. On the other hand, the performance of lecturers has a significant direct effect on the quality of lecturer services. In addition, the performance of lecturers also acts as a full mediator so that job satisfaction can affect the quality of lecturer services. The structural model formed also fits the empirical data so that this research can be used as a reference to improve the quality of lecturer services in state universities.
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Eriksson, Thommy. "THE BAREFOOT LECTURER - RECORDING LECTURES IN VIRTUAL REALITY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0961.

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Gonzalez-Agulla, Elisardo, Jose L. Alba-Castro, Hector Canto, and Vicente Goyanes. "GaliTracker: Real-Time Lecturer-Tracking for Lecture Capturing." In 2013 IEEE International Symposium on Multimedia (ISM). IEEE, 2013. http://dx.doi.org/10.1109/ism.2013.89.

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"Invited Lecturer." In 2022 International Conference on Smart Systems and Technologies (SST). IEEE, 2022. http://dx.doi.org/10.1109/sst55530.2022.9954874.

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Honda, Hiroshi, and Shuichi Fukuda. "Industry Focused Courses Utilizing Collaborative Learning Approach." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-55237.

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Industry focused, full semester Courses A “Industry and Information Systems” and B “Overview of the Market and Introduction to Marketing” are lectured by the lead author at Tokyo Metropolitan Institute of Technology (TMIT). In these courses, overview of the global and Japanese economies and trends of each industry sector are introduced by the lecturer. Students are assigned to write a report on a specific industry sector, a specific market and other related topics of his or her interest, and opportunities for presentation and discussion on their draft reports with their classmates and the lecturer are given toward the end of the semester. Apart from these courses, a full semester Course C “Evolution of Industry, Business and Engineering Practice in the Global Economy,” utilizing collaborative learning approach, was proposed by the lead author in 1998, and was partially taught at American and Japanese universities, utilizing the Proceedings of the ASME Engineering & Technology Management Group Symposia at IMECE 2000–2002.1)–3) The surveys were conducted concerning the student’s interest of industry sectors, lecture topics, and international topics both at the beginning and at the end of the semester. In addition, surveys to sense students’ new discovery from lectures for all course modules and those to sense useful knowledge in their career planning and in general were conducted at the end of all classes. The results of surveys show that students found the discussion opportunities valuable to gain broader perspectives and insights into their own subject of study when writing their reports, by learning what their classmates are studying and from classmates’ comments. This paper also discusses what motivates students in learning, what influences students’ general, specific, and career interests, and how students’ interests may change from the beginning to the end of the semester for which these courses are given.
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Feldhammer-Kahr, Martina, Stefan Dreisiebner, Martin Arendasy, and Manuela Paechter. "ONE MONTH BEFORE THE PANDEMIC: STUDENTS’ PREFERENCES FOR FLEXIBLE LEARNING AND WHAT WE CAN LEARN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact039.

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"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations and discussions. Performance and different personal characteristics and attitudes of 93 students were examined. Knowledge on the course topic was measured before the first lecture took place (t1), after the three lectures (t2) and after the following seven units (t3). Statistical analyses found no performance differences between the two groups (online/classroom); this held true for all three points in time. All students appreciated the opportunity of an intermediate exam at t2 (a change in comparison to former courses on the topic). Qualitative data showed that students felt a need for interaction with their colleagues and the lecturer, which they decided could be better fulfilled in the classroom, whereas the flexible learning setting had advantages for the exam preparation (e.g. repeating listening to the podcasts, taking breaks and learning tempo). Students’ arguments fit well to previous literature. Altogether, the study gives valuable insights into the didactic design of flexible learning."
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NESIN, ALI. "SIMPLE MEMORIES FROM A SIMPLE MATHEMATICS LECTURER - LEELAVATI PRIZE LECTURE." In International Congress of Mathematicians 2018. WORLD SCIENTIFIC, 2019. http://dx.doi.org/10.1142/9789813272880_0013.

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Tihomirova, Kristina, and Linda Mezule. "Information overload and lecturer mistakes during engineering course organization." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11190.

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It has been observed that huge amount of information received from teachers can create a feeling of overload for students. Selection of modern teaching methods do not always help to solve this issue. To identify the link between information overload at various study course organization models (regular, advanced and super-advanced), various lecturer types have been described. These include apathetic, formal, teacher-centred egoist, student-centred chaotic lecturer and activist. The results demonstrated that course organization in engineering studies is closely linked to the personality of the lecturer. Successful course organization is based on good time management, selection of appropriate amount of information. In advanced and super-advanced courses regular communication between lecturers and experts in practice is favoured. At the same time selection of adequate amount of study material based on the general knowledge level of the students is required. To achieve the goal, each lecturer should evaluate the level of information required and the overall interest level of students in the course topic on a regular basis before the beginning of the course.
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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.

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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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Watanabe, Eiji, Takashi Ozeki, and Takeshi Kohama. "Extraction of relations between behaviors by lecturer and students in lectures." In Gesture Recognition (FG 2011). IEEE, 2011. http://dx.doi.org/10.1109/fg.2011.5771379.

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Reports on the topic "Lecturer"

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Santos, Cristina. A Young Lecturer in a Distance Learning University. Bristol, UK: The Economics Network, July 2007. http://dx.doi.org/10.53593/n181a.

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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4443.

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The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Лов’янова, І. В. Форми професійно спрямованого навчання математики у профільній школі. The Academy of Management and Administration in Opole, 2016. http://dx.doi.org/10.31812/0564/2355.

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Objective of the study presented in this article: identify forms of professionally directed teaching mathematics at profile schools. Identify the criteria of selection forms. Show features of the external forms by: lecture, seminar, game. The functions described lesson lectures aimed at professional training. Types of lectures in methodical system of professional training aimed. Show of the classification and choice of the seminar and games. Conclusions from the study indicate described the use of forms depending of level studies of mathematics.
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URANOVA, V., R. ISYAKAEVA, M. MAZHITOVA, and O. BLIZNYAK. EXPERIENCE OF APPLICATION OF THE ELEMENT “LECTURE” IN THE MEDIUM OF MOODLE FOR DISCIPLINE ANALYTICAL CHEMISTRY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-98-112.

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In the structure of training, there are many different ways of receiving and transmitting information. The question of the role of lecture presentation of material in the presence of many other sources of information is relevant in the development of pedagogy and education. That is why the article presents the experience of using the element “Lecture” in the Moodle environment on the example of the discipline Analytical Chemistry. In the developed course, the “Lecture” element allows you to demonstrate educational material in a flexible, accessible and interesting form. Lectures are stored in pdf format. with open access to the search, which allows you to quickly find the information of interest, thereby improving the quality of preparation for laboratory and practical exercises.
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Klumpp, John. NEST Lectures. Office of Scientific and Technical Information (OSTI), February 2021. http://dx.doi.org/10.2172/1766968.

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Sloman, John, and Chris Mitchell. Lectures in Economics. The Economics Network, September 2002. http://dx.doi.org/10.53593/n455a.

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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.

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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.
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Cenedese, Claudia, and Mary-Louise Timmermans. 2017 program of studies: ice-ocean interactions. Woods Hole Oceanographic Institution, November 2018. http://dx.doi.org/10.1575/1912/27807.

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The 2017 Geophysical Fluid Dynamics Summer Study Program theme was Ice-Ocean Interactions. Three principal lecturers, Andrew Fowler (Oxford), Adrian Jenkins (British Antarctic Survey) and Fiamma Straneo (WHOI/Scripps Institution of Oceanography) were our expert guides for the first two weeks. Their captivating lectures covered topics ranging from the theoretical underpinnings of ice-sheet dynamics, to models and observations of ice-ocean interactions and high-latitude ocean circulation, to the role of the cryosphere in climate change. These icy topics did not end after the first two weeks. Several of the Fellows' projects related to ice-ocean dynamics and thermodynamics, and many visitors gave talks on these themes.
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Моркун, Володимир, Сергій Семеріков, Світлана Грищенко, Сніжана Зелінська, and Сергій Зелінський. Використання геоінформаційних технологій за лекційною формою навчання. The University of Chicago Press, August 2017. http://dx.doi.org/10.31812/0564/1520.

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Актуальність матеріалу, висвітленого у статті, обумовлена необхідністю забезпечення ефективності навчального процесу в підготовці інженера гірничого профілю. Висвітлено поняття геоінформаційні технології та лекція. Розкрито види лекцій, які пропонується впровадити в спецкурсі «Екологічна геоінформатика». The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of engineer mountain profile. Illuminated the concept of geoinformation technology and lecture. Reveals the types of lectures proposed to be implemented in the course "Ecological Geoinformatics".
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