As a new teaching method, professors record a video (lecture) in advance for students to learn, and class time is used to answer questions, and have discussions. Do you think this is an effective way and why?
Teaching techniques have become so diverse that there are lots
of psychological experiments trying to solve the mystery of
which method is more effective and to this day, there is no right
answer to this debatable question, which is why professors all
have their methods and they run a series of trial and error
throughout their professional life to finding the best one
for themselves. One of these methods that have gained a lot of
attention is recording a video in which the course material is
explained and then the class time is used to have discussions
about the topic. In my opinion, this is indeed a great method for
both students and professors.
First, let us view this from the professors' point of view. Professors
can record a video about a topic one time and use it for at least
two following semesters. They can use it until the
material becomes outdated and needs an update which can vary
from topic to topic. This means they’ll save a huge amount of
time by not repeating themselves over and over again. I think the
fact that they need to repeat the same material has quite a few
downsides. One of them is that over time, professors become
exhausted and the quality of their lecture on the same topic
decreases. I remember once I had to present a project of mine
to a few different groups. By the time I was re-presenting it to the
third group, I could feel I was neglecting a lot of points. I was assured I did not present it as well as the first time the moment
my audience started asking questions. It was obvious that I had
not conveyed the concept to them. I think it’s only natural
to expect this to happen to professors repeating the same topic
countless times. With this method, professors will record the
lecture once with high quality and all students will have access
to the same quality. Also, because every semester there are new
students in the class, discussions won’t ever become tedious for
the lecturer.
Second, I’m going to move to students' perspectives on this
method. Before explaining my reason, I think it’s worth
mentioning that for every person, there is a time throughout the
day during which she is more productive than any other time.
With that in mind, when lectures are recorded, students can
watch them in their most productive hours and this will boost up
their gain from each lecture. Also, each student has her own
pace, not always consistent with the class' pace. When lectures
are recorded, students can pause them whenever they lag
and resume them when they fully understand the part.
They can even watch a particular part a few times until they are
comfortable moving forward. Another advantage of this method
is that when a student can’t attend the class for some reason,
she won’t miss much. As for the class time that will be used for
questions and discussions, it will probably contain repeating
some of the more challenging points of the lecture and
eliminating confusion on them, which will help students learn
these points are much better.
To conclude, I think recording the content of a lecture and using
class time for discussions is a great method in which both
students and professors benefit. During covid-19 pandemic,
many professors have used this method for their online classes
and even though many other factors are included, I think the
satisfying results of these online lectures using this method are
proof of the practicality and usefulness of this technique.
Grammar and spelling errors:
Line 1, column 52, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'worlds'' or 'world's'?
Suggestion: worlds'; world's
... doubt about the growing effects of the worlds development on our daily lives, which i...
^^^^^^
Line 3, column 259, Rule ID: ALLOW_TO[1]
Message: Did you mean 'changing'? Or maybe you should add a pronoun? In active voice, 'challenge' + 'to' takes an object, usually a pronoun.
Suggestion: changing
...ecide, it will be much more challenging to change it since we will imagine nothing but po...
^^^^^^^^^
Line 3, column 648, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... required a small space for himself. He didnt have any family members; however, this ...
^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, hence, however, if, second, so, therefore, thus, while, as to, for instance, no doubt, as a result, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 15.1003584229 192% => OK
Auxiliary verbs: 21.0 9.8082437276 214% => Less auxiliary verb wanted.
Conjunction : 6.0 13.8261648746 43% => More conjunction wanted.
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 73.0 43.0788530466 169% => Less pronouns wanted
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2449.0 1977.66487455 124% => OK
No of words: 502.0 407.700716846 123% => OK
Chars per words: 4.87848605578 4.8611393121 100% => OK
Fourth root words length: 4.7334296765 4.48103885553 106% => OK
Word Length SD: 2.78872865439 2.67179642975 104% => OK
Unique words: 276.0 212.727598566 130% => OK
Unique words percentage: 0.549800796813 0.524837075471 105% => OK
syllable_count: 770.4 618.680645161 125% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 25.0 9.59856630824 260% => Less pronouns wanted as sentence beginning.
Article: 2.0 3.08781362007 65% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 30.0 20.6003584229 146% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 32.965722939 48.9658058833 67% => OK
Chars per sentence: 81.6333333333 100.406767564 81% => OK
Words per sentence: 16.7333333333 20.6045352989 81% => OK
Discourse Markers: 4.8 5.45110844103 88% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 17.0 11.8709677419 143% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.223173207176 0.236089414692 95% => OK
Sentence topic coherence: 0.055335844165 0.076458572812 72% => OK
Sentence topic coherence SD: 0.0618012364855 0.0737576698707 84% => OK
Paragraph topic coherence: 0.151518853077 0.150856017488 100% => OK
Paragraph topic coherence SD: 0.0444994410883 0.0645574589148 69% => OK
Essay readability:
automated_readability_index: 9.9 11.7677419355 84% => Automated_readability_index is low.
flesch_reading_ease: 63.7 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.4 10.1575268817 83% => OK
coleman_liau_index: 10.73 10.9000537634 98% => OK
dale_chall_readability_score: 8.36 8.01818996416 104% => OK
difficult_words: 125.0 86.8835125448 144% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.