Promoting higher forms of thinking: the lectorial approach
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Date
2018
Authors
Thalluri, J.
Penman, J.
Editors
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Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings from the International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2018), 2018, vol.2, pp.98-102
Statement of Responsibility
Conference Name
The 12th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2018) (8 Jul 2018 - 11 Jul 2018 : Orlando, Florida, USA)
Abstract
Objectives: This paper aims to clarify the forms of thinking that occurred while applying the lectorial instructional method used in teaching Human Biology to first-year nursing students at a South Australian university. It discusses Bloom’s hierarchical forms of thinking, domains of learning, and implications for practice in relation to the lectorial instructional approach. Briefly, a lectorial is a large-scale class underpinnedby active student-centred learning, utilising inquiry-based and adult learning as methodologies of teaching and learning, and involving collaborative and interactive activities in place of traditional didactic lectures and tutorials.
Methods: Findings of a more extensive research study are drawn upon; it aimed to examine how the lectorial influenced the learning of nursing students. A 20-itemquestionnaire consisting of closed-ended questions was administered at the conclusion of the course. Further insights were gained from open-ended questions also querying the most important learning gained from the lectorial, best things about it, and areas for improvement. A secondary analysis was used to determine the different forms of thinking that occurred for students and implications for these practices.
Findings: Of the 1,033 enrolled students over two years, 392 completed the questionnaire for a 38% response rate.Results showed that 88.3% of the students were benefitted from this instructional method, 93% recommended this approach for other students, and 73.7% would also like other courses to adopt this approach. While there were many other results, the findings highlighted in this paper relate to the different forms of thinking that transpired during the process of the lectorial and these included applying, analysing, synthesising and evaluating concepts and procedures, rather than just remembering facts and understanding.
Conclusions: The implications of the findings for students are underscored. The recognition of these forms of thinking is essential in the study of sciences. The paper brings together how the lectorial approach challenged students to think in higher cognitive ways to maximise learning, encourage academic and personal growth, and help prepare for nursing practice.