TERESITA TANHUECO-TUMAPON

THE lecture is the usual medium of instruction in graduate classes. Lectures are usually delivered in traditional classrooms where students are seated in neat rows, some listening intently or writing notes frenziedly on what seems important to remember. Students who do not find a lecture of much value, hence to them is boring, may be tempted — being mostly millennials — to be on Facebook, Twitter or Instagram, their laptops conveniently resting on broad tables. In this Knowledge Age, as mobile phones shrink in size and can manage more apps, laptops, too, come in all sizes. Some brands could comfortably rest on the narrow extension of armchairs. This generation of students would look to the lecturer now and then — to assure the lecturer they are heart and mind in class while 21st century topics spout from the horse’s mouth. If learners are so disengaged from the lecture, we would wonder how much learning these students have decided to learn. I would say that these students understand too well the usual advice in graduate school handbooks — that their learning would benefit their respective careers only if they can draw from it useful knowledge, and develop the skills and proper attitude called for in the job market. Is it really difficult to engage students to learn using the lecture to teach? One way to re-fashion the lecture is to consciously place it in context with the students’ major field of interest.

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