Sentence examples for lecture-based pedagogical from inspiring English sources

Specifically, it was poststructuralism, a theory highly concerned with power structures and the idea of hegemony, that equipped me with a theoretical basis for re-examining the lecture-based pedagogical model as the appropriate tool for teaching.

As we read and discussed ideas concerning cycles of oppression, social inequalities, reproduction of social structures, and others, I became conscious of the fact that the lecture-based pedagogical approach I was utilizing was, in fact, both a by-product of oppressive social structures as well as a system that was allowing such structures to perpetuate.

For more than twenty years in higher education, there has been a slow pedagogical shift away from lecture-based models toward those incorporating collaborative learning, the idea that teachers and students, or groups of students, work together to build understanding out of their backgrounds and common experience.

This paper describes a pedagogical comparison of traditional lecture-based teaching and puzzle-based teaching in a Human Anatomy and Physiology II Lab.

We chose to administer the instrument at several different institutions, with pedagogical approaches ranging from primarily lecture-based to reformed learner-centered courses.

Early and often, I stated that the purpose of this introductory biology course was to prepare students to learn in upper-division biology courses, where the content would be more detailed and the pedagogical approach likely more traditionally lecture-based.

The benefits of a pedagogical shift from a teacher-focused and lecture-based classroom to a student-centred, active-learning environment through the adoption of simulation-based strategies to achieve engagement are relevant to both students and instructors (Auman, 2011).

A micro-flipped classroom combines the traditional lecture-based course and the flipped classroom for a blended mixture of the two pedagogical approaches.

Professor Todd Hufnagel, Department of Material Science and Engineering (MSE), was interested in pedagogical techniques that are potentially more effective than the traditional lecture-based format for the course, Structure of Materials.

The various pedagogical approaches outlined above are ways in which our traditional, lecture-based classrooms can be transformed into spaces that allow students to attain more than intellectual growth; such should be the classrooms of 2030 and beyond.

In TPD, pedagogical training was more implicit and more closely resembled the type of instruction typical of lecture-based college classrooms.