¿Cuáles son los pros y los contras de las conferencias cortas frente a las largas para la participación de los estudiantes?

For decades, researchers have pointed out the benefits of short lectures (less than 20-30 minutes) in academia (What’s the Use of Lectures?, 1971). Later, MOOCs showed how students prefer this lecture format as well. More recently, the pandemic has produced significant research since that seems to agree with this. Some research shows that shorter lectures are beneficial for student learning because they reduce cognitive load, benefit short-term and long-term knowledge retention, and increase student motivation and engagement. So why use long-form lectures? With the exception of a few tantalizingly interesting professors, those that can keep student attention for long periods of time, there is little reason.

Short lectures engage students better by matching today’s shorter attention spans and preference for bite-sized content. These quick, focused sessions help students stay interested and retain more while leaving room for interactive activities like discussions or group work, making learning more dynamic. Longer lectures are ideal for exploring topics in depth but can be harder to stay focused on. To maintain attention, breaking up long lectures with interactive elements or brief pauses can help. The best approach is a balance—using short lectures for core concepts and longer ones for deeper exploration—ensuring students stay engaged while diving into complex material when necessary.

In my experience it's all about stipulating curiosity in students. Short lectures are a perfect match for that, especially when combined with memorable moments from history where students can challenge themselves to put those into today's context to discover both risks and opportunities. It's the easiest way to learn creative problem solving skills in almost any field, naturally remember the lecture and motivate students to explore studying the subject in greater detail on their own.

I agree to this substantially, short lectures, with rich information can significantly benefit students as compared to having longer lectures with more of stories. In my experience, i normally make use of the 30-45 mins to deliver my lectures effectively. This has benefited with huge positive feedback from students anonymously thru surveys.

SNACK v/s MEAL SNACK: Short, Nimble, Accessible, Concise Knowledge Pros: Sustained Focus: Short lectures maintain students' attention, Accessibility: Bite-sized content is easily digestible, Cons: Surface Understanding: Complex topics may only receive a superficial treatment Limited Depth: In-depth discussions and exploration may be challenging MEAL: Marathon, Exhaustive, Analytical, Lengthy Pros: Comprehensive Learning: Longer lectures allow for a more comprehensive exploration In-depth Analysis: Analytical discussions and deep dives into topics are facilitated Cons: Fatigue: Prolonged lectures may lead to student fatigue, Attention Span Limit: Studies suggest that after around 22 minutes, concentration tends to wane.

I perceive a substantial benefit of long lectures in the opportunity they provide to delve deeply into a subject, allowing for a thorough exploration that goes beyond surface-level understanding. This depth enables the integration of case studies or student activities directly into the lecture, enriching the topic with real-world applications and interactive elements. Such an approach not only facilitates a more engaging learning environment but also encourages students to apply theoretical knowledge in practical scenarios, thereby solidifying their understanding and fostering critical thinking skills.

Long lectures can provide a comprehensive overview but may challenge student engagement, information overload, and interaction.

Lange Vorlesungen, die typischerweise zwischen 45 und 90 Minuten dauern, eignen sich in bestimmten Kontexten, bei denen die Tiefe bedeutend ist. Wenn das Thema komplex ist und eine detaillierte Erklärung oder eine ausführliche Diskussion erfordert, eignen sich lange Vorlesungen besser. Sie bieten genügend Zeit, um Konzepte gründlich zu erklären und vertiefend zu behandeln. Sie bieten die Möglichkeit, interaktive Elemente wie Fragen und Antworten, Diskussionen oder praktische Übungen einzubauen, ohne dass die Zeit zu knapp wird Bei Einführungsveranstaltungen oder Überblicksvorlesungen kann zu Beginn eines Kurses eine längere Sitzung ebenfalls notwendig sein, um die Struktur des Kurses, die wichtigsten Themen und die Lernziele zu vermitteln.

Nurturing student engagement is paramount for effective learning, as it fosters active participation, knowledge retention, and meaningful applications.

Engaging students is a crucial goal of any lecture, regardless of its length. Effective engagement involves capturing students' interest, encouraging active participation, and fostering a deep connection with the material.

Eine der effektivsten Methoden, um Studierende zu aktivieren, ist die Einbindung interaktiver Fragen und Antworten während der Vorlesung. Zum Beispiel: Live-Umfragen und Abstimmungen mit Tools wie Mentimeter oder Kahoot ermöglichen es den Studierenden, in Echtzeit Feedback zu geben und sich aktiv einzubringen. Kurze Diskussionspausen während der Vorlesung sind ebenfalls sehr wirkungsvoll. Hierbei können die Studierenden in kleinen Gruppen über spezifische Fragen oder Themen diskutieren. Diese Pausen fördern nicht nur das tiefergehende Verständnis, sondern auch die Zusammenarbeit und den Austausch von Ideen unter den Studierenden. Gruppenarbeit und Peer-Learning bieten ebenfalls Möglichkeiten, das Engagement zu erhöhen.

Learning preferences represent individual inclinations towards specific learning styles, influencing students' engagement and success in different instructional approaches.

Lecture length adaptation enables educators to tailor the duration and structure of their lectures to optimize student engagement and learning outcomes.

Both short and long lectures have their own advantages and challenges. The key to successful teaching lies in understanding your students’ needs, the nature of the content, and being flexible in your approach.

I mostly think and realize that things don't go the way we mostly planned. In terms of lecturing, there are times when the topic requires time to be delivered but the students or audience lose attention due to any reason and you've to split it. Opposingly, some short topics may take more than the expected time due to a discussion raised in between. In any case, it's the facilitator's responsibility to engage the students by utilizing different ways. These ways can be but not limited to: - raising questions - discussing case scenarios - giving surprise quizzes - use of videos or other AVAs - giving stretch breaks - mutual sharing of personal experiences.

Pausen und interaktive Elemente erhalten die Wissensaufnahme im Fluss! Individuelle Blöcke - unabhängig vom Stundenblockmaß - sind gut, um Themen abzuschließen

In my experience, inclusive design in teaching means getting that students are glued to their devices and might easily zone out. It's about making your content accessible and interesting for everyone, using straightforward language, and mixing things up to suit different ways of learning. By smartly using tech, you can actually keep students hooked and make learning more inclusive. This way, you're not just fighting for their attention; you're using what usually distracts them as a way to pull them in, making sure everyone gets a fair shot at learning in a way that works for them.