In addition it explores students' and lecturers' perspectives on the use of narratives and stories in medical lectures.
The findings showed that the students' obstacles from students' and lecturers' perspectives are approximately the same and the majority of each group separately believed that two main obstacles in the learning of Engineering Mathematics are imaging and sketching in the 3-dimensions.
Forming part of a cross-cultural study of creative teaching (although reporting on only one part of it), the research explored student and lecturer perspectives in four universities in England, Malaysia and Thailand, using mixed methods within an interpretive frame.
This excerpt describes the students' and lecturer's perspective on a story about the history of Laudanum; they all highlight its power to engage and hold attention by providing a context for learning: Interviewer: And then the last one was about Paracelsus, the Swiss German alchemist.
This has, of course, its own challenges from both lecturer and student perspectives.
Aside from that, there is also a comparison made between the measurements of the programme outcome done by lecturers with ones from the perspective of final year students of 2005/2006 session.
In addition, the author asked lecturers and students about their perspectives on the use of narratives in general, and analysed those in a similar inductive process, developing key themes around perspectives of use of narratives in science lectures.
Before it was mentioned to her, the lecturer was unaware of the patient perspective nature of the narratives she was using: L1: And what you're demonstrating to me, which I couldn't have told you if you hadn't read them all out, is that these narratives frequently come from a patient perspective.
(Hannah Farrimond, lecturer in medical sociology, Exeter University) 2) Keep perspective "Everyone wants their thesis to be amazing, their magnum opus.
Orhun (2010) suggests that: In order for lecturers to account for students' systematic errors from a constructivist perspective, analysing the procedures is not sufficient, since lecturers should analyse students' current schemas and how they interact with each other according to instruction and experience.
