Some teachers prefer to record the lecture in advance so that students can familiarize first. In the class, students raise questions and discuss content related to the lecture. Do you think this method is effective?
Professors play an irreplaceable role in students' studying career, as their ways of teaching are closely related to the learning efficiency, the degree of understanding, and the participation rate of classes. To some extent, all of the aspects above can make a difference to students' future. Generally, there exist two entirely different ways of making effective lectures. Some of professors prefer to hand out preview materials in advance, while others are willing to give students practice questions in class, but which way values more, concerning the learning effects? When this issue comes to me, I am wholeheartedly in supporting the former method of learning. My reasons are listed below.
To begin with, it is through reading the materials ahead of time that we can form a comprehensive understanding for the next class, being able to prepare things needed and come up with some questions that we personally cannot fathom. Specifically, when we have done some related readings, we will avoid the inconvenience caused by some troublesome trivial matters, such as forgetting to take the necessary notebooks and bring important laboratory equipment. In this way, not only can we absorb the knowledge faster and better, but also professors can be benefitted by saving a lot of time，for they don’t have to rearrange the class schedule or let students share the materials with others, which will surely harm the results of teaching. By contrast, if we are underprepared, we will be very likely to behave like the ants on the hot pot, not knowing what should be done to save ourselves. Hence, assigning some readings for the next class is a useful way of generating a perfect studying effect.
Except for using time wisely and resulting an ideal performance of the class, the preview sheets will also assist students to reach an improved studying efficiency. To illustrate, if we have already mastered some of the class contents, then we will probably consider our own questions. Chances are that we can put straight forward our concerns one by one, and professors will adjust their lectures in accordance to our questions, making teachings more targeted. Thus, students will surely absorb more useful information, being able to understand comprehensively. Yet, if students are blind to the class syllabus, they definitely cannot follow professors’ lines of thing, thus completely losing attention and forcing professors to explain for many times. For example, I took AP American History when I was in Grade 10, and my professor Nicole never assigned us with some after-class readings. What we did in class was just listening to her lecturing all the time without understanding the contents, so she had to lower down her normal speed and repeat the contents again and again. However, the rate of getting a 5 on AP test was only nineteen percent of the whole class. Therefore, it is reasonable to claim that handing out some preview materials in advance weighs a lot towards improving learning efficiency.
Admittedly, highly valuing the merits of letting students understand the class materials ahead of time does not negate the fact that there exists a demerit of doing so. To be more specific, it is universally acknowledged that when students don’t know what they will be taught，they are more likely to feel excited about taking the next class, wondering the new knowledge. Consequently, the participation rate will rise greatly. In contrast, if they know the contents before the class and consider the class as boring and tedious, they may not attend at all! Fortunately, this small problem has already had a solution. Nowadays, colleges always take the participation into consideration while counting the GPA, so if students want to score higher, they must attend their enrolled course so that they will achieve their goals. According to the survey made by China Daily, ninety percent of students admitted that they would attend their classes, even though some of the classes seemed to be boring. Thus, hanging out the preview sheets should still be put priority over the other choice. To sum up, from what we have discussed above, we could safely draw the conclusion that the merits of assigning materials for the next class outweigh the demerits of it. For one thing, the result of the class will be benefitted from the proper preparation and the time saved; for another thing, it allows students to improve their learning efficiency.
How to ensure teaching efficiency is valuable topic worth of discussion. Then, there appears to be a controversy whether it is necessary for teachers to record courses firstly to make students familiar with class material in advance. From my perspective, I am in favor of the statement for the following reasons and examples.
Firstly, watching the recorded lecture in advance can ensure students’ learning efficiency. To be more specific, being distracted or absent-minded is a common phenomenon for most students on class; thus, students would miss out on something important during the lecture, the problem of which can be resolved by watching the recorded lecture before. Meanwhile, when any puzzle or confusion occurs, students can press the button of pause and take advantage of Internet resources. For instance, while watching the physics lecture theming on Newton First Law and feeling difficulty to understand it, students can google what it is and explore a number of examples to deepen their understanding. Plus, because of the abstraction and complexity of Physics, students would be distracted easily once they are exposed to some theories beyond their understanding since it would be impossible for them to interrupt the teacher and raise the question when confronting every problem. Watching the video can give them the chance to pause repeatedly. Therefore, familiarizing the teaching material by watching videos is an effective way for students’ study.
Secondly, the frequent interaction between the professor and students can facilitate students' deeper understanding of some abstract theories. To be more specific, the way of deliver a lecture with the process of group discussion enables students to gain solutions to some puzzles in time on class to ensure their learning efficiency. For instance, the difficulty in comprehending some principles, in the class of Chemistry, and the failure to explain why some strange chemical phenomena, such as why the burning of oxygen can generate the blue light, occur, could be soon resolved if students are permitted to discuss with the professor especially when they can prepare their questions during the process of familiarizing the lecture through the recorded video. Also, in the history class, the frequent communication between the professor and students would make them better aware of what kind of consequences some historical events had caused, like the large casualties and environmental destruction engendered by the Second World War. Through interaction, students can learn knowledge in a comprehensive way because of the interaction that could provide them with more perspectives. Apparently, familiarizing the lecture in advance and interacting with the professor can raise students' learning efficiency.
In a word, recording lectures in advance and involving discussion on the class can both facilitate students’ learning efficiency and promote their understanding of those abstract knowledge and theories.