I'm searching for papers, maybe meta-analyses of Learning Effectveness of student presentations in Classroom (School) or Seminar (University) for the AUDIENCE!
Does anyone have something appropriate?
Thanks!
Daniel
Good question Daniel, however I presently do not have empirical
based answers; my position is this: learning effectiveness using classroom presentations have been used by teachers/ lecturers for Progressive Teaching. Though I'm not quite certain if the effectiveness had been tested. But students learn better when they participate and own the learning object/ material; meaning that(seminars) is when they (students) are given the opportunity to proffer solutions to problems. Its effectiveness is in internalization of the learning process, such that wherever and whenever they (students) are asked questions on the subject matter, they provide answers which have been internalized. It provides the students the opportunity to inquire, explore and apply past learning experiences to proffer solution to the problem at hand. Then they present it to rest of the class for critique.
The teaching changes and develops and the role of a teacher decreases in that sense that he/she perform less face-to-face teaching and use more technical equipment:
Search on my publications
Ragad m tawafak
It's my interesting area.
Presentations are effective learning strategies for both school and university students. Interactive discussions between presenters and audience are really beneficial and useful.
Since I am currently studying, my answer is approached by practical experience and from a learner perspective.
Personally, I feel I possess the topic I am presenting because of the data collection process that illustrates different perspectives which form the analysis that the presentation comes from. These steps prepare me to answer relevant questions and they give me an overview of the topic.
However, while listening to other classmates presentations the learning effectiveness relies on the significance and the kind of the relationship between the presenter and the audience. In other words, if there are negative feelings mostly the audience won't pay attention to the presented info. In contrast, and in case this info is required for the exam, students prefer to search about the topic themselves which increase the effectiveness of learning.
Based on the foregoing personal reflection, students presentations in classrooms are effective in case they are included in the exam's requirements which obligate students to look after different topics and approach them from different perspectives.
This is an interesting question. Some people use student presentations in tutorials to cover different aspects of the course. There is no doubt that the students presenting will get something out of it is the do the research, but what about the audience. Does listening to other students’ presentations constitute active learning for the audience? What happens when the students who are presenting do a poor job and present their misconceptions to the class? Sorry I have no answers. Good question though.
I have concerns about what the audience is learning since I have seen many student presentations which are either not clear or what they present is actually incorrect. It is often not appropriate to interrupt the flow of the presentation, but the students in the audience may retain what they have seen and it is not always easy to correct this after the presentation is over.
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