Timeline for Reading vs. watching a lecture: which activity results in higher knowledge retention?
Current License: CC BY-SA 3.0
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| Jun 17, 2020 at 9:55 | history | edited | CommunityBot |
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| Feb 10, 2014 at 8:51 | comment | added | Michael Bächtold | @Klik: thanks for clarifying, I think I got the point. | |
| Feb 10, 2014 at 6:59 | comment | added | Klik | @MichaelBächtold Learning requires focus. You can probably relate to this idea if you think back to a class you've sat through but learned nothing. The reason I said that a boring lecture can be worse is because it is often the case that a boring lecture will cause students to fall asleep. Or it could be just as effective as assigned reading in terms of how stimulating the lecture is. In all cases, the important thing is that the student is focusing on the information being fed to them. This is more easily done when there is more stimuli; I just wanted to point out the possible exception. | |
| Feb 10, 2014 at 6:52 | comment | added | Klik | @MichaelBächtold I see what you mean. A little memory work is good for learning when it re-enforces the pathways in the brain. What I was referring to, is when a student doesn't understand a concept and instead of relying on his/her understanding to solve it, they depend on memorizing the exact problem in order to solve it. | |
| Feb 8, 2014 at 18:07 | comment | added | Michael Bächtold | @Klik: the article you link to gives a definition of the state of boredom, which is good so we can agree on what we are talking about. Of course this very definition implies that in such a state one is not learning since we are "not able to engage attention and participate". Now you said "For example if the lecturer is boring...it's the same or worse ... than giving a student something to read". I interpret this as saying that reading assignments cause boredom in most students. Did I understand that correctly? | |
| Feb 8, 2014 at 17:46 | comment | added | Michael Bächtold | @Klik: well you said that if a concept is not explained well, then a student has to do a lot more "memory work". I was assuming that doing "memory work" is good for the learning process and the brain. Is that not the case? | |
| Feb 8, 2014 at 15:18 | comment | added | Klik | @MichaelBächtold The experiment provided by your link does not specify the observers being in a state of "boredom"; it only shows how the perception of learning changes when the lecturer is fluent or not. Here is a much better article on the effects of boredom academia.edu/1912999/… . The last point I made was not intended to infer that it is better not to explain a concept very well. How did you interpret that? | |
| Feb 7, 2014 at 18:27 | comment | added | user3116 | I didn't follow that link. I thought you saw a contradiction between Klik's first and last point. If not, then forget my comment. I just misunderstood. | |
| Feb 7, 2014 at 17:30 | comment | added | Michael Bächtold | @what: thanks. I don't quite understand the first part of your remark. I didn't think that "boring the students" is the same as "leaving gaps". Neither does the article I linked to talk about any of these points. | |
| Feb 7, 2014 at 11:50 | comment | added | user3116 | Boring the students is not the same as leaving "gaps" for the students to fill to facilitate elaboration. Elaboration is a central and important concept in this context. You might want to familiarize yourself with it: en.wikipedia.org/wiki/… | |
| Feb 7, 2014 at 9:41 | comment | added | Michael Bächtold | Thanks for your answer. Concerning the first point of boring lectures: do you know of research supporting that claim? This study link.springer.com/article/10.3758%2Fs13423-013-0442-z cast some doubt. The last point you mention suggest that it is better not to explain to well if we want students brain to be activated (i don't doubt that in addition one should incorporate activities like solving problems). Again I'd be glad to know of research on this. | |
| Feb 6, 2014 at 19:39 | history | edited | Klik | CC BY-SA 3.0 |
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| Feb 6, 2014 at 19:30 | history | answered | Klik | CC BY-SA 3.0 |