Sentence examples for lecture delivery from inspiring English sources
Feedback was analyzed and incorporated in evening debriefings on things such as articulation, speed of lecture delivery, and the use of abbreviations.
Both the lecturing time and the mode of teaching are investigated and reviewed as a potential solution to the problems encountered during the lecture delivery.
A comparison between traditional methods of teaching such as blackboard and chalk with lecture delivery using projectors and transparencies and PowerPoint presentation.
Similarly, delivery of simulation based teaching proved more resource intensive taking on average twice as long compared to didactic lecture delivery, 126.7 vs. 68.3 min, and necessitating presence of two teachers.
Students reported they felt their understanding had been improved by the RLOs and there were certain features of the RLOs described in Tables 1 and 2 that appeared to contribute to this enhancement by adding value to lecture delivery.
The reasons for which lecture delivery have been retained is/are unclear, although it should be acknowledged that the format of the lectures was not explored in this survey; thus it is possible that they varied from didactic to more interactive discussion-based styles.
But unless it visibly reflected in her performance (unfair marking, poor lecture-delivery), I don't think it matters.
Video facilitates more individualized, more personal, and more focused approaches that are not centered on the lecture-based delivery of knowledge but, rather, on its accessibility in ways that encourage student ownership and a strong sense of community.
The advantage of using this control group is that students were exposed to the exact same lectures (style, delivery, and examples used) as the workshop group.
Instructor 4 (identified hereafter as "Instructor 4-L" ["L" indicating a lecture-based delivery method]) spent less than 5% of class time on active learning (Table 1).
The resource requirements for each teaching method were assessed by looking at the time required for didactic lecture preparation and delivery versus preparation and delivery of simulation scenarios, in addition to personnel and equipment resources required for each mode of teaching.
