BY LAURA ASCIONE DEVANEY, eCampus News
New study shows lecturing is likely not effective for developing problem-solving skills in students. The traditional lecture format found in nearly every university isn’t the most effective instructional approach if faculty want to help students develop problem-solving skills, according to a new study from the University of British Columbia. Researchers at UBC’s Okanagan campus created a testing system to measure the problem-solving abilities of students in various stages of their undergraduate degrees. Their data shows that while freshman students see their problem-solving skills increase by nearly 10 per cent in their first semester, students in the majority of disciplines experience little-to-no improvement in all the semesters that follow. “It does not appear that the traditional, lecture-style of information delivery is well suited to helping students build those skills,” said Klegeris, an associate professor of biology.
http://www.ecampusnews.com/curriculum/faculty-rethink-lecture/
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