According to research, lecturing is always one of the most critical activities in education. Therefore, it should be said that the lecture is an oral and face-to-face research report.
Of course, the lecture is not necessarily dedicated to the class. Many scientific studies are given beyond the classroom, nationally and even internationally. This article will discover the positive effects of lecturing in online and offline microlearning methods.
These lectures and events are essential in several ways: First, they make students work harder and do more research during microlearning. Another is that students become proficient in lecturing, presenting ideas, and face-to-face exchanges. Also, if held correctly, students’ lectures activate classrooms, make diligent students work hard, and encourage those who do not dare to participate in offline and online microlearning methods.
According to the experience of most teachers and colleagues and the opinion of many students, this is because most of the lectures in the classroom are not methodical and, therefore, often lack attractiveness and are sometimes dull. And it fosters the misconception that the lessons are a way to fill the class time!
For these reasons, we found it necessary to speak a few words while giving lectures and holding events in online and offline microlearning methods. We hope this short discussion will guide students and teachers who have not realized the importance of lecturing in offline and online microlearning methods.
Given these three factors and the purpose of the lectures, and the way it is presented, we follow this discussion based on two issues:
1- The purpose and positive effects of lecturing
2- Duties of the target students
The real goals and positive effects of lecturing:
1- Creating opportunities for diligent, interested, and inquiry students to express their personality and competence and present their research and study results to other students and complete their research.
2- Encourage the less talented and weak students to try to compensate for their weaknesses and noninvolvement. Undoubtedly, we have all experienced that some students – who seem to be diligent and weak – have changed significantly by a motivating factor (e.g., a proper encouragement, a proper punishment, a well-timed, and, of course, methodical reprimand). One of these motivating factors can be lecturing on methods of microlearning. Even if necessary, students can be forced to do research and present it in a lecture.
3- Creating a sense of self-confidence in such students who cannot speak quickly in front of a crowd and present their thoughts, knowledge, and findings.
4- Activating and enriching the classroom; however, the critical and fundamental purpose of giving lectures in online and offline microlearning methods is to activate and revitalize the classroom by observing and listening to the lectures (according to what we will say). Under the pretext of lectures, the teacher gives a lecture, and other class members should study and participate in questions, answers, and discussions.
Recommended articles for further reading:
No matter how great, no lecture will perform well if the audience does not participate. Part of this vital thing (attracting the audience’s attention and interest) depends on how the lecture is presented in microlearning methods, its subject matter, the lecturer’s aristocracy on the subject, and the professionality. Still, at the same time, the audience – the students in the class also have a few tasks to add here, including:
1- Take the topic and implementation of the lecture seriously and consider it a part of the methods of the microlearning program and a positive and vital activity.
Try not to listen, but participate in the giving the lecture. Thus listen carefully and critically to the lecture.
3- Prepare a pen and a piece of paper to listen to the lecture, and write down the points, criticisms, and comments that come to your mind; at the end of the lecture, you can raise your hand and ask your questions to the lecturer.
4- To actively participate in the online or offline methods of microlearning, study the subject in advance because if a student does not know a subject, he cannot comment on it.
5- Answering questions
In response to students’ questions, if the number of questions is limited, they should be asked orally by the students. If the number of questions is large, it is better to collect and give them to the lecturer to answer them under the teacher’s supervision.
Obviously, in this question and answer, the teacher participates as an observer, referee, and guide. The discussion does not deviate from the central axis, and the lecture time is observed. In this way, the lecture will be one of the most diverse and attractive offline and online methods of microlearning programs and, simultaneously, a helpful research activity.
Participants can ask their questions in two ways during the lectures and events in methods of microlearning:
1- Raising their hands during the host’s speech. If the lecture hall or venue is too large, the speaker or teacher may not notice you.
2- Sending questions through question and answer boxes. In this case, too, you have to wait for the speaker or teacher to respond promptly.
But during the online microlearning methods, you can try different types of Q&A sessions. For example:
. Timely reviews and polls when a particular issue is raised.
. Answer the questions written in the chatbox. (Moderators can choose the most exciting questions if there are many questions to improve the quality. Participants and students also avoid asking repetitive questions.)
. Allow microphone and camera access to the audience without wasting time.
All of this encourages students to participate in discussion sessions actively. In addition, you do not have to worry about the audience talking too much; you can enable or disable microphone access for them when needed.
Giving lectures on online methods of microlearning for a large number of participants and students
You can run your online class or lecture without worrying about any number of participants, while running offline methods for more than 50 or 100 participants can be difficult. Using the easy online microlearning method, you can easily hold many scientific and educational webinars and classes for a large audience. Also, quickly answer the audience’s questions. Create separate chat rooms and online Q&A sessions.
|cookielawinfo-checkbox-analytics||11 months||This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".|
|cookielawinfo-checkbox-functional||11 months||The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".|
|cookielawinfo-checkbox-necessary||11 months||This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".|
|cookielawinfo-checkbox-others||11 months||This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.|
|cookielawinfo-checkbox-performance||11 months||This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".|