Persepsi Mahasiswa terhadap Pelaksanaan Perkuliahan dan Hubungannya dengan Partisipasi Mahasiswa dalam Perkuliahan (Studi Tentang Mahasiswa Semester Genap Jurusan Sosiologi Universitas Riau)

This research was conducted in a Department Sociology University RiauPekanbaru. With a problem that (1) what is the student's perception of thephysical condition of the class, the learning materials and the process or the wayof delivery of learning materials ? (2) how to participate in the lectures ? (3) howis the relationship between student's perceptions of the physical condition of theclass, learning materials and the process or manner of delivery of learningmaterials with the participation of students in lectures ?. the purpose of thisresearch was, to determine how student's perceptions of the physical condition ofthe class, the learning materials, and the process or the way of delivery oflearning materials, to determine how to participate in the lectures, and todetermine how is is the relationship between student's perceptions of the physicalcondition of the class, the learning materials, and the process or manner ofdelivery of learning materials, with the participation of student's in lectures. Theresearch is descriptive research with quantitative approach, the population of thisresearch much as 615 people, then used one of the sampling technique fromsimple random sampling, then got a sample of 38 people the forch of 2014, 38people from the force of 2015, and 47 people from the force of 2016, to collectthis research data used questionnaires and documentation. Based on the result ofthe research, (1) it can be concluded that from 123 respondents with percentageof 81,3 % positive perception on lecturing, and 23 respondents with percentage of18,7 % have negative perception toward lecturing activity (2) from 123respondents there are 109 respondents with percentage 88,6 % participated highand 14 respondents with percentage 11,4 % participated in low lecture (3) therelationship between student perception toward lecturing with studentparticipation in lecture equal to 0,747 (74,7 %) strong relation, hence can bestated that ha accepted meaning the relationship between students peceptions oflecturing with student participation in lectures and relationship is strong

Interactive student engagement using wireless handheld devices

This paper presents an initial design of a pilot wireless Classroom Communication System (CCS) used for continuous and interactive engagement of students aiming at enhancing student critical thinking, extending attention span and enabling better student assessment. The system was designed mostly for engineering students and is intended to be used in lectures, tutorials or laboratories. The design should ultimately enable students to use, amongst other software, standard engineering packages such as MATLAB, PSpice, or Electronic WorkBench to construct designs, perform simulations and obtain answers to design problems using just wireless handheld pocket PCs. The system is based upon a CSCW system originally designed to be used anytime during lectures or tutorials and may involve the guidance and personal intervention of a lecturer or tutor. It is intended to support several modes and allows group or one-to-one personal tutoring. The system may also serve as a means of assessing individual student performance and in assisting lecturing staff with other task

New approaches to teaching and learning in engineering at the University of Strathclyde

Mathematics is perceived as a difficult subject within engineering or science degree courses. Traditional lectures, with students passively listening to the lecturer or transcribing notes, do little for the students' image of mathematics. This style of lecturing and its lack of feedback can also be very unsatisfactory for the lecturer. In an attempt to overcome these problems, an element of interaction has been introduced into lectures. This has been achieved by encouraging communication via the Personal Response System, part of the Interactive Classroom developed by the Department of Mechanical Engineering, University of Strathclyde. Lectures are problem-based, with students immediately given the opportunity to put the methods they have learnt into practice

Teaching Theoretical Physics: the cases of Enrico Fermi and Ettore Majorana

We report on theoretical courses by Fermi and Majorana, giving evidence of the first appearance and further development of Quantum Mechanics teaching in Italy. On the basis of original documents, we make a comparison between Fermi's and Majorana's approaches. A detailed analysis is carried out of Fermi's course on Theoretical Physics attended by Majorana in 1927-28. Three (previously unknown) programs on advanced Physics courses submitted by Majorana to the University of Rome between 1933 and 1936 and the course he held in Naples in 1938 complete our analysis: Fermi's phenomenological approach resounded in Majorana, who however combined it with a deeper theoretical approach, closer to the modern way of presenting Quantum Mechanics.Comment: latex, 21 pages; a contribution in the centenary of the birth of Ettore Majoran

Providing guidance on Backstage, a novel digital backchannel for large class teaching

Many articles in the last couple of years argued that it is necessary to promote the active participation of students in lectures with large audiences. One approach to make students actively participate in a lecture is to use a digital backchannel, i.e. a computer-mediated communication platform that allows students to exchange ideas and opinions, without disrupting the lecturer’s discourse. Though, a digital backchannel, in order to be most helpful for learning, have to address the need for guidance of the users interacting. The article presents Backstage, a digital backchannel for large class lectures, and shows how it provides guidance for its users, i.e. the students but also the lecturer. Structural guidance is provided by aligning the usually incoherent backchannel discourse with the presentation slides that are integrated in the backchannel’s user interface. The alignment is thereby asserted by carefully designed backchannel workflows. The article also discusses the guidance of a student’s substantial involvement in both the frontchannel and the backchannel by means of scripts. Through the interactions of guided individuals a social guidance may emerge, leading to a collectively regulated backchannel

Intertextual Episodes in Lectures: A Classification from the Perspective of Incidental Learning from Reading

In a parallel language environment it is important that teaching takes account of both the languages students are expected to work in.  Lectures in the mother tongue need to offer access to textbooks in English and encouragement to read. This paper describes a preliminary study for an investigation of the extent to which they actually do so. A corpus of lectures in English for mainly L1 English students (from BASE and MICASE)  was examined for the types of reference to reading which occur, classified by their potential usefulness for access and encouragement. Such references were called ‘intertextual episodes’. Seven preliminary categories of intertextual episode were identified.  In some disciplines the text is the topic of the lecture rather than a medium for information on the topic, and this category was not pursued further. In the remaining six the text was a medium for information about the text. Three of them involved management, of texts by the lecturer her/him self, of student writing, or of student reading. The remaining three involved reference to the content of the text either introducing to students, reporting its content, or, really the most interesting category, relativizing it and thus potentially encouraging critical reading. Straightforward reporting that certain content was in the text at a certain point was the most common type, followed by management of student reading. Relativization was relatively infrequent. The exercise has provided us with categories which can be used for an experimental phase where the effect of different types of reference can be tested, and for observation of the references actually used in L1 lectures in a parallel-language environment

Locating image presentation technology within pedagogic practice

This article presents data gathered through a University for the Creative Arts Learning and Teaching Research Grant (2009-2010); including a study of existing image presentation tools, both digital and non-digital; and analysis of data from four interviews and an online questionnaire. The aim of the research was to look afresh at available technology from the point of view of a lecturer in the visual arts, and to use the information gathered to look more critically at the available technology