The Importance of Lectures and How Students Value and Perceive Lectures
The importance of lectures and how students value and perceive lectures
Umeå University, Research Methodology on Business Administration Group 9
Introduction 3 Research background 3 Research topic 4 Choice of subject 4 Research purpose 4 Limitations 5 Theoretical framework 6 Introduction 6 Learning Orientations and Theories 6 Previous research 7 Theory Conclusion 9 Criticism of sources 10 Methodology 11 Epistemology and Ontology 11 Research Strategy 12 Preconceptions and values 12 Research design 13 Collection of data 13 Analyzing of data 14 Truth criteria 14 Ethical considerations 15 Results 16 Analysis 19 Discussion 21 Conclusion 22 Reference list 23
Introduction
Research background
The articles we have found online have been conducted in other countries where the student- and/or teacher mentality might differ from their Swedish counterparts. Most of the previous research in this area tends to be focused on how lectures are not an effective tool for student learning (Buckles & McMahon, 1971, p. 141) or focusing on the fact that students are not attending lectures (Massingham & Herrington, 2006, p. 84). The difference between their studies and ours is that our research will focus more on what students actually gain, in terms of knowledge, from lectures and how they perceive the value in attending them. This is because it is more or less a proven fact that you do not gain a lot of knowledge from attending lectures (Buckles & McMahon, 1971, p. 141), (Dunn. 2002), (Smith. 2003, 1999b) and a lot of students do not attend them (Massingham & Herrington, 2006, p. 84).
The change in technology has also changed the way teachers teach and students learn. Years ago, students had to attend lectures in order to obtain important notes and not missing out on important information. Some students may feel that none of this is necessary nowadays they can obtain most of the material presented during
Umeå University, Research Methodology on Business Administration Group 9
Introduction 3 Research background 3 Research topic 4 Choice of subject 4 Research purpose 4 Limitations 5 Theoretical framework 6 Introduction 6 Learning Orientations and Theories 6 Previous research 7 Theory Conclusion 9 Criticism of sources 10 Methodology 11 Epistemology and Ontology 11 Research Strategy 12 Preconceptions and values 12 Research design 13 Collection of data 13 Analyzing of data 14 Truth criteria 14 Ethical considerations 15 Results 16 Analysis 19 Discussion 21 Conclusion 22 Reference list 23
Introduction
Research background
The articles we have found online have been conducted in other countries where the student- and/or teacher mentality might differ from their Swedish counterparts. Most of the previous research in this area tends to be focused on how lectures are not an effective tool for student learning (Buckles & McMahon, 1971, p. 141) or focusing on the fact that students are not attending lectures (Massingham & Herrington, 2006, p. 84). The difference between their studies and ours is that our research will focus more on what students actually gain, in terms of knowledge, from lectures and how they perceive the value in attending them. This is because it is more or less a proven fact that you do not gain a lot of knowledge from attending lectures (Buckles & McMahon, 1971, p. 141), (Dunn. 2002), (Smith. 2003, 1999b) and a lot of students do not attend them (Massingham & Herrington, 2006, p. 84).
The change in technology has also changed the way teachers teach and students learn. Years ago, students had to attend lectures in order to obtain important notes and not missing out on important information. Some students may feel that none of this is necessary nowadays they can obtain most of the material presented during