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STUDENT ATTENDANCE AT LECTURES Factors that encourage student

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                          STUDENT
ATTENDANCE
AT
LECTURES








Factors
that
encourage
student
attendance:








     Useful
learning
environment

      

     Lecturers’
quality
and
clarity

      

     Lecturers’
use
of
relevant
examples

      

     Lecturers’
ability
to
engage
students
in
learning

      

     Student
perception
that
he/she
is
learning
something
of
value
in
the
class.

      

     Students
find
the
material
challenging

      

     Content
is
aligned
with
assessment.

      

     Students
can
apply
the
knowledge
they
have
learnt.

      

     Interesting
lectures

      

     Students
are
engaged
in
the
learning
process.

      

     Lecturers
use
many
demonstration
techniques,
if
appropriate.

      

     Lecturer
clearly
states
learning
outcomes
for
the
lecture.

      

     Lecturer
gives
a
summary
at
the
conclusion
of
the
lecture.

      

     Lecturer
relates
new
material
to
known
material,
thus
enabling
students
to
make
the

      connections
that
help
them
to
retain
the
new
facts/concepts
and
tie
them
into
the

      existing
knowledge
structure.

      

 Lecturers
construct
the
learning
environment
so
students
are
active
learners.

  

  

 Lecturers
set
the
tone
for
expected
student
behaviour
in
their
lectures
–
students

  must
know
what
lecturers
expect
of
them.

  

 Students
perceive
the
content
as
interesting.

  

 Students
perceive
the
content
as
important.

  

 Students
perceive
the
experience
as
enjoyable.

  

 Lecturers
should
make
students
aware
of
why
the
overall
lecture
experience
is

  important.

  

 Lecturers
make
students
aware
that
they
will
get
the
procedures
and
assumptions
of

  the
discipline
from
lectures.

  

 Lecturers
convey
passion
for
their
subject
area
and
research.

  

 Lecturers
structure
a
lecture
well.

  

 Lectures
and
Tutorials
should
allow
students
to:

      • Learn
to
analyse
problems

      • Learn
new
thinking
skills

      • Change
their
attitudes

      • Learn
to
discuss
and
correct
their
misconceptions

  

 Lecturers
should
make
students
aware
of
the
entire
learning
process:


      • what
students
should
do
in
lectures

      • 
what
students
should
do
outside
lectures

      • 
the
relationship
between
lectures
and
tutorials
and/or
laboratory
sessions

      • 
how
students
should
go
about
learning
the
subject
material
and

      • 
how
student
learning
will
be
assessed


                                        


                                        


                                        


                                        

Factors
that
discourage
student
attendance
at
lectures:


     Conflicting
deadlines
for
submission
of
assessment
items

     Student
perception
that
they
not
learn
anything
worthwhile

      

     Usually
a
range
of
factors
in
combination

      

     Learning
outcomes
of
the
lectures
are
perceived
as
deceasing
over
time

      

     Aspects
of
the
physical
environment
that
may
affect
learning:

         • Poor
lighting,
air‐conditioning,
microphone
setting,
etc

         • Continuous
noise
in
the
class
beyond
the
background
level

         • Difficulty
reading
power
point
slides

         • Inappropriate
power
point
slides

      


Techniques
that
“force”
students
to
attend
lectures
are
seen
as
“cheap”
and
“mean”
–

lecturer
is
not
earning
the
high
attendance
rates.






This
quote
focuses
on
the
benefits
to
students
from
attending
lectures:


Baldwin,
G.
(1993).
To
Lecture
or
Not
to
Lecture:
The
Case
For,
HERDSA
News,
15(3),
6‐7.





“a
synthesis
of
a
great
deal
of
material
that
would
be
beyond
the
students’
range
if
left
to

themselves;
an
explanation
of
that
material
which
is
responsive
to
a
particular
audience;
an

analysis
and
critique
of
the
material;
a
discussion
of
the
processes
involved
in
synthesising

and
analysing
(metacognitive
reflections);
a
personal
stance,
involving
an
exploration
of
the

lecturer’s
values
and
assumptions;
a
model
of
intellectual
discourse,
demonstrating
the

procedures
and
assumptions

of
a
particular
discipline,
in
a
more
accessible
form
than

textbooks;
a
model
of
commitment
to
that
discipline
and
excitement
about
intellectual

discovery
in
general;
a
potent
stimulus,
through
the
presentation
of
challenging
and

provocative
ideas,
arguments
and
counter‐arguments,
debates,
problems,
paradoxes
and

dilemmas.”





Reference:


Hunter,
S.
&
Tetley,
J.
(1999).
Lectures.
Why
don’t
students
attend?
Why
do
students

attend?
HERDSA
Annual
International
Conference,
Melbourne,
12‐15
July.







Prepared
by:


Dr
Barbara
Jack


Centre
for
the
Enhancement
of
Teaching
and
Learning


The
University
of
Hong
Kong


				
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