Effective and Poor Training Implications
Order Instructions:
I WOULD SEND ASSIGNMENT BY EMAIL.
SAMPLE ANSWER
Effective and Poor Training Implications
For over years, lecturing has been recommended as one of the best training tools. However, within the recent years, lecturing has been associated with certain limitations. Nevertheless, lecturing can be a useful tool if its shortcomings are addressed. Some of the instances where lectures work efficiently are in explaining theoretical concepts. In addition, lectures work effectively in motivating students towards realizing their objectives. For example, at the University, the lecturer used this tool to tell us life experiences of most prominent people in the country to relate. Cavas, Ertepinar & Teksoz (2014, p.487) gives that another instance whereby lecturing work effectively is when teaching how students can represent their ideas effectively. The main reason why the lecturers at my university engaged in lecturing was not only for us to develop knowledge, but to be able to realize how we can present concept at the school and in the real-world situations (Newton, Turcker, Dawson, & Currie, 2014, p.35). The other instance when lectures work effectively is when the objective of the lecturing is inspirations. Rather than holding the online discussion, lecturing can ensure that the lecturer feed the audience with the needed inspiration. The lecture can have most effectiveness if the speaker is eloquent and filled with enthusiasm. This spirit makes students vibrant in discussing the concepts being taught. Cavas, Ertepinar & Teksoz (2014, p.486) argues that lectures cannot be useful if there lacks complimentary ‘ingredients’. Ingredients, in this case, mean a high level of humor of the lecturer and allowing a participatory mode of learning. Whenever there is group discussion in lecturing, it is guaranteed that the results will be promising than when there is not.
However, there are some occasions when lectures are less effectively. One of these instances is when it replaces self-apprenticeship. There are some cases when a student needs to learn by himself or herself. Lecturing this student at this time will bring a sense of confusion to his or her studies (Newton, Turcker, Dawson, & Currie, 2014, p.33). The other instances when lectures are less effectively is when it is overextended such that it ends up making students exhausted and bored. In my university, some of the lectures could lecture for four hours that made us develop the negative attitude toward the subject, thereby making us fail terribly in the respective exams. The implication of this is that the students will forget the captured concepts easily. Lecturing without group activities is very ineffective (Cavas, Ertepinar & Teksoz, 2014, p.489). For instance, at my university, the lecturer teaching social theories was unable to incorporate group discussion. Therefore, more questions were left unattended, and students were unmotivated. When lectures are poorly executed, ineffectiveness usually results. For example, at my respective university, the lecturer unintentionally leaves some slide on PowerPoint unexplained. This leaves us with the confusion of what the unexplained parts were meant to educate us with. In addition, Cavas, Ertepinar & Teksoz (2014, p.481), argues that communication style used by the lecturer can determine whether the lecture will be effective or not. When the lecturer stammers frequently or speaks with less enthusiasm, students are more likely to fail in such training. Observably, when there is little involvement of group discussion, lectures will be less effective. This is because critical areas will not be appraised, as the platform to discuss them lacks.
References
Cavas, B., Ertepinar, H., & Teksoz, G. (2014). Sustainability in school of education in Turkey: in the words of lectures. Journal of Baltic Science Education, 13(4), 469-482.
Newton, G., Turcker, T., Dawson, J., & Currie, E. (2014). Use of lecture capture in Higher education-lessons for the Trenches. Techtrends: Linking Research & Practice to Improve Learning, 58(2), 32-45.
We can write this or a similar paper for you! Simply fill the order form!
