Lectures
are often un popular with students especially those in advanced years of study,
who demonstrate their feelings by not attending them (Merrili,2001). Students
tend to get distracted or bored by use of lecture method to deliver content and
often times we get sentiments that there is need to find creative ways of
breaking down the boredom. Despite such sentiments universities still allocate
lecture hours to lecturers to deliver their content. Lecture method is the
predominant method and will continue to be as there is no enough evidence to
suggest which mode can replace it in the long run. With this problem in mind lecturers have to invent
ways to motivate the students so as to enhance learning. One such way is by use
of buzz groups which can be defined as an activity whereby students are asked
to spend some few minutes discussing a question or concept or even solve a
problem in small group. Interactive
window can be defined as any activity that is short in nature. It is integrated within the lecture whose aim
is to encourage interaction and stimulation of thoughts as per their sitting
arrangements. Bellon, Bellon and Blank (1992)
says that buzz groups fosters independent, cognitive thinking among group
members with less reliance or presenter-based rote memorization.
Buzz
groups cannot work independently but in a combination with another method e.g.
lectures. It is highly recommended while dealing with difficult topics or
problems that are controversial and calls for consensus. The formation of buzz groups depends on the
criteria set by the lecturer and once formed the teacher then introduces the
problem to be tackled. Buzz groups
should ideally have a leader and person who record the interactive
participation proceedings. The teacher should allow each group to present its
findings to the rest of the class hence each buzz group can detect limitations
in their proceedings. Ideally a buzz
group or interactive window should take 5-20minutes depending with complexity
of the work to be tackled. The teacher should walk around to ensure groups are
on track and avail self for groups seeking clarification. The lecturer uses the
opportunity to stimulate discussion by introducing twists in the problems being
tackled. The teacher should announce once the time is almost over and stop all
the discussions and reconvene the class and call upon group leaders to present
their group proceedings. This method allows all the students to get involved
even those who are shy to talk before the whole class can do it in their buzz
groups.
Though
this method seems encompassing and involves the learner actively some critics
have identified some drawbacks. Firstly there is loss of teaching time as
sometimes the discussions may spiral out of the allocated time hence teacher
more time controlling the groups than teaching. Secondly there is reduction in
content since lots of time is spent discussing the material teacher has given
and the end may not cover entire syllabus. The third drawback is that there is
a tendency for inaccuracy in transmission of factual information as students
have to work out the solutions and sometimes may leave lecture halls without
solutions. Fourthly is that the students
might resist the method as it burdens them. This may lead to negative
perception about the unit and the teacher. The last which is the greatest risk is the
loss of control on what the students are discussing as teacher cannot be in all
the groups at the same time. Despite these challenges this method can be
deployed in a minimalist approach and it can it can enhance learning outcomes.
In
a study by HuxMan (2005) whereby he
examined the acceptability of interactive windows whereby he used semi-structured evaluations over five
years and got 500 responses. He gave two short problem-solving or discussion
sessions in each lecture for two classes and it emerged comparatively that interactive
windows enhanced recall and understanding but the evidence was generally weak. He
concluded that interactive sessions minimizes boredom but cannot replace
lectures entirely.
Traditional
lecture method is considered a passive mode of learning which compromises the
attention and recall abilities of students.
In such settings students are turned into passive listeners and no deep
learning takes place. The attention span for a typical student is 10-30minutes
hence need to change activity after 15 minutes and this is where interactive
window or buzz groups come handy. With such changes in activities students are
able to reflect on what has been taught and in so doing lead to deep learning. In
a study by Young (2009) on vigilance in class he noted that although the
standard lecture format {talk and chalk} had the lowest attention spans if the
material is stimulating enough students perceptions and approaches to learning
could still be influenced. In his first
two lectures (L1 and L2) he used chalk and talk method with lecturer
addressing class via power points with no opportunity for rest or interaction.
In Lecture 3 he introduced guest lecturer who used same method as L1 and L2. In
L4 he introduced buzz groups discussion while halfway briefly. His conclusions were that the buzz groups
increased active learning and therefore deep learning and off settled the
attention decrement.
In
another study that targeted perceptions of active learning in a large cross-
disciplinary classroom by Machemer and
Crawford (2007) . The study surveyed students perceived value of a range of
teaching techniques (from traditional to cooperative) utilized within a general
education class. Students rated the various techniques on an ordinal scale and
the values were statistically compared using mean difference (paired sample
test). The study found that students valued lectures and being active. Any activity, be it active, cooperative or traditional,
that directly relates to improving exam performance was the most valued of all.
We
can conclude that students value buzz groups or interactive windows when
blended with lectures as it enhances active learning and kills boredom. For the
students there should be no compromise on the content to be covered by lecturer
and at the same time the buzz discussions should enable them to pass exams. This
means the methods should be used to enhance discussion of content especially if
the class size is large. The teacher
should try to use others methods but not to over rely on the buzz groups as it
enhances recall and improves memory rather than synthesize of what was learnt. The
use of buzz groups calls for the teacher’s preparation and shouldn’t be used as
an afterthought. It should be part of the lesson plan and students oriented on
what is expected of them.
REFERENCES
Bellon,J.,
Bellon, E., and Blank, M. (1992). Teaching
from a research knowledge base. New York: Merill.
Huxman,.M
.Learning in lectures. Do interactive windows help? 2005; The Higher Education Academy. London Vol 6 (1): 17-31
Machemer.,P
and Crawford., P (2007) students perceptions of active learning in large groups
cross-disciplinary classrooms: Active
learning in Higher education, March 2007 Vol 8 no 1 9-30
Merilli,.B
(2001). Learning and Teaching In Universities: Perspectives From Adult Learners
and Lecturers: Teaching in Higher
Education 6: 5-18
Young,S.,
Robinson,S., and Alberts,P., (2009) students
pay attention! Combating the Vigilance Decrement to Improve Learning During
Lectures: Sage publications, Los Angeles; Active learning in Higher eduction
Vol 10 (1) 41-55
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