A plenary lectures is something that every university student has encountered in their education. This paper seeks to investigate plenary lectures, whilst focusing on the lecturer and plenary lectures at the bachelor of humanities at Roskilde University. This paper examines the subject with a hermeneutic approach through the observation of three plenary lectures and five interviews with five different students, while comparing the results of those to three different articles1, each with their view on what constitutes a ‘good’ plenary lecture. This project was initiated based on an initial idea concerning whether the lecturer’s person was the primary reason for the potential success or failure of a plenary lecture. With that focus, this paper seeks to examine what constitutes a good lecture as well as what the importance of the lecturer is for a ‘good lecture’. The results suggest that the idea of a ‘good lecture’ is not that simple, however the the lecturer seems to play a role in its success. The lecturer plays a crucial role in engaging students by inspiring them and in presenting the given content of a lecture while taking into account the students’ premises for understanding said content. Apart from the importance of the lecturer, the way in which the content is presented appears to also be important, especially when regarded in combination with how the lecturer is to engage the students with passion. In this study it has been found of importance to distinguish between the lecturers passion for the subject and the pedagogical aspects of lecturing. The study also shows that having a planned structure seems to help students learn and get a grasp of the essentials in the topic. It seems that the interaction between these concepts are key to a good plenary lecture. In that regard it seems important to keep in mind that individual lecturers have different ways of lecturing. This study has also shown that what makes a successful plenary lecture for one lecturer does not necessarily work for another and what makes a successful plenary lecture to one group of students does not necessarily make it successful for another. The concepts must be used by each individual lecturer in a way that he or she finds suitable for their way of teaching. The ‘good’ plenary lecture therefore seems to be contextual and a generalization of a good plenary lecture does not seem plausible.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor|
|Udgivelsesdato||17 dec. 2018|
|Vejledere||Kasper Anthon Sørensen|
- Plenary lecture