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Is Attending Lectures Still Relevant in Engineering Education?

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Title: Is Attending Lectures Still Relevant in Engineering Education?
Language: English
Authors: Fitzpatrick, J., Cronin, K., Byrne, E.
Source: European Journal of Engineering Education. 2011 36(3):301-312.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Engineering Education, Active Learning, Chemical Engineering, Lecture Method, Case Studies, Undergraduate Study, Teaching Methods, Questionnaires, Surveys, Attendance, Teacher Effectiveness, Student Evaluation
DOI: 10.1080/03043797.2011.585226
ISSN: 0304-3797
Abstract: A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes. (Contains 3 tables and 7 figures.)
Abstractor: As Provided
Number of References: 16
Entry Date: 2011
Accession Number: EJ932943
Database: ERIC
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Chemical+Engineering%22">Chemical Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes. (Contains 3 tables and 7 figures.)
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        Value: 10.1080/03043797.2011.585226
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      – SubjectFull: Active Learning
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      – SubjectFull: Chemical Engineering
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      – SubjectFull: Lecture Method
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      – SubjectFull: Questionnaires
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      – SubjectFull: Surveys
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      – SubjectFull: Attendance
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Student Evaluation
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