Introduction
Many universities experience a lack of student engagement in Lectures simply because the students deem it unnecessary to attend them. This can be because of a number of factors. The lectures might not be interesting, the student might not know why they are studying what they are being taught and might others simply find the lecture material too easy and become bored. The lecturers can make the lecture engaging, provide a clear structure of the lecture and deliver the lecture with passion and real world examples. The bottom line is to involve the students as much as possible rather than just have them as spectators.
Active learning is thus the art of making seemingly active activities truly interactive. Listening to lectures is thought to be active but it has been shown that a lecture provided by a teacher in the traditional sense is not very effective. The students suggest animations, PowerPoint presentations and online lectures [1].
Making studying more engaging will be beneficial for the attention span and the learning of the students. Especially children will quickly lose interest if the lectures (the thing being taught to them) is presented in a boring way. A scientist who enjoys his subject can read a book on the matter, even for hours on end. Children or students on the other hand, will be easily bored with the information and their attention will quickly wander off.
Making a lecture or teaching session interactive with games and involvement of the children will make the learning more engaging and thus increase the retention and the level of understanding of the students. This can help in using the student's time more effectively.
Reading and re-reading of chapters is highly ineffective and thus should be avoided. As a teacher is explaining the topic, the student having read the topic beforehand will have better understanding than the one who has no idea about the topic.
[1] Darius, P.S.H., Gundabattini, E. & Solomon, D.G. A Survey on the Effectiveness of Online Teaching–Learning Methods for University and College Students. J. Inst. Eng. India Ser. B 102, 1325–1334 (2021). https://doi.org/10.1007/s40031-021-00581
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