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Learning IT: Where Do Lecturers Fit?

Learning IT: Where Do Lecturers Fit?

Tanya McGill, Samantha Bax
Copyright: © 2005 |Volume: 1 |Issue: 3 |Pages: 11
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203185|EISSN: 1550-1337|DOI: 10.4018/jicte.2005070103
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MLA

McGill, Tanya, and Samantha Bax. "Learning IT: Where Do Lecturers Fit?." IJICTE vol.1, no.3 2005: pp.36-46. http://doi.org/10.4018/jicte.2005070103

APA

McGill, T. & Bax, S. (2005). Learning IT: Where Do Lecturers Fit?. International Journal of Information and Communication Technology Education (IJICTE), 1(3), 36-46. http://doi.org/10.4018/jicte.2005070103

Chicago

McGill, Tanya, and Samantha Bax. "Learning IT: Where Do Lecturers Fit?," International Journal of Information and Communication Technology Education (IJICTE) 1, no.3: 36-46. http://doi.org/10.4018/jicte.2005070103

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Abstract

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

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