How Does Ak Lectures Make Money

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Does attention lectures make much of a difference?

• Thread starter coreluccio
• Outset date Aug 17, 2012

I got a 3.9 (out of iv) in first year engineering without going to a single lecture. Tin I go a 4.0 easily if I become to all my lectures in 2d year and across?

Answers and Replies

Information technology depends on too many factors.

Mostly, though, not going to a lecture may even meliorate your class, since y'all tin utilise that time to cocky-learn, which can be more than constructive than a lecture.

Hmm, well 1st year is simply to get everyone upwardly to the same level. A lot of (or at to the lowest degree some) material covered in 1st twelvemonth is covered in high schoolhouse. All information technology would require is to run over some math and review the concepts.

2d year (at least from what I've heard) is when the learning curve is at it's steepest. What I would recommend is to become to your 2d twelvemonth lectures at least for the 1st month and then evaluate and see if the lecture is a carbon copy of the textbook or if information technology covers new fabric.

Either fashion yous should go because you never know when the professor might driblet a hint about the next test...

That depends on y'all and your professors styles. Unless you apply that time extremely well I can't imagine it'll hurt to become to lectures. If you are well disciplined and the professor does non rely on his own notes you lot should be fine. The only problem is when things are inverse and appear in form and you have no idea. Test dates, quizzes, extra credit, etc. I accept a friend who'south a compulsive skipper and has missed tests before.

There's as well a social attribute, if yous dont go to class you won't know your classmates or professors. This is a problem when y'all look at the corporeality of labs and team projects you practice in engineering.

If the form is interesting, and I actually work through the material in the book before the lecture, then information technology usually is very rewarding to go to a lecture. If I did not have time to read upwardly, then I ordinarily skip the lecture to give myself more time to read and work on my own.

In general I believe some preperation is required to take reward of lectures.

Either fashion you should become because you never know when the professor might drop a hint about the side by side exam...

Words of wisdom. For this reason I have still attended lectures of a professor fifty-fifty when I was gaining no insight in the classroom at all (he was that bad). Learning is all up to you, simply if there's a minute risk that you may go a hint on what will be on an exam, don't miss that opportunity.

Words of wisdom. For this reason I take still attended lectures of a professor even when I was gaining no insight in the classroom at all (he was that bad). Learning is all upwardly to you, but if at that place's a minute chance that you may get a hint on what will be on an exam, don't miss that opportunity.

I disagree with this passionately. Understanding should be on the starting time place, grades should only come as a consequence.

... which is why I included "learning is all up to you" in the statement.

Some professors just don't transmit whatever understanding in a classroom. If you're going to lectures just to get the bailiwick spoonfed to you, I recall you're doing it wrong. In about cases I've gotten a better understanding through my own study, not from listening to lecturers (though it isn't always fourth dimension effective).

Merely maybe that'southward just me, as I spent ii years at a distance-learning university with a "hither'southward the list of textbooks, run across you on the final" approach. A professor I know who went to the same academy confessed to me he thought regular classes made students lazy, and that his time there gave him a cocky-study field of study he wouldn't have acquired elsewhere.

For the most part a lot of the material I saw was brand new to me. Some of the calculus was manifestly review, as was a bit of the chemistry and physics. The matter is, I did distance learning in loftier school and so I am a very disciplined self-learner. I did even so find that at times, some of the applied science textile was difficult for me to sympathize initially and Information technology would have a while to wrap my head around it. I am thinking lectures may brand the unabridged process less time consuming. I am planning to browse the volume before the lecture, nourish the lecture, and read the book after. I think this could work improve overall and peradventure take about the same corporeality every bit reading it once for understanding.

was the point of this thread to brag about getting a iv.0 without going to lecture?

I went to about 60% of lectures this year and got a 3.seven GPA.

Mileage varies I guess.

No I am legitimately wondering if lectures make much of a deviation and that if attending them will assist me achieve higher grades.

Here's an idea. Go to the lecture and sample it. You lot can always try to sit in a back seat and work on some homework if you aren't getting that much out of the lecture.

It does depend on the form. In some classes, the lectures depart significantly from the textbook or in that location may be no textbook. So, existence able to acquire from lectures is kind of a skillful skill.

I'm generally not the biggest fan of lectures. They have always seemed a rather poor, admitting, mayhap not inherently evil, manner to convey information, notwithstanding their popularity.

http://world wide web.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool

The absurdity of the lecture, to me, is that it'due south oft as if you are having a one-sided conversation. I have had to lecture because that's what was expected of me. Granted, I tried to get the students involved (which I encounter about of people trying to practise to some extent, especially at lower levels). Of course, as a lowly grad-student, I am hardly in a position to engage in any wild experimentation with my teaching. However, I ever felt silly doing it. I literally felt every bit if I met a friend for luncheon and conversation, but refused to let the friend talk back. It's not a conversation. It's merely so messed up. The ultimate failure of feedback, the well-nigh essential component of learning. Compare that to tutoring, for case. A good tutor tin perform what seem like educational miracles by comparison. Students who go tutors are sometimes shocked at the difference. We can't afford to take a 1-ane teacher student ratio, but is information technology actually necessary for that to happen for the aforementioned quality of education to exist delivered to the students? Or at to the lowest degree something approximating it? Often, these resources are in identify, but the students don't have advantage of them.

Of course, it makes a lot more sense when you are lecturing to graduate students because then you have the sense that y'all are talking to the big boys, and information technology'due south not quite as difficult to get across to them. Nevertheless, even in that setting, where it isn't quite every bit silly a way of instruction, I wonder if in that location isn't a ameliorate way to spend the time.

Baez has remarked that the most productive time during math conferences are those little conversations people accept in between the talks. But, somehow, the talks give you something to sell to become people to fund your conference. So, people waste a lot of time going to lecture afterward lecture, in defiance of all common sense and logic. This is all a little on the lightheaded side, I have to say.

Short periods of lecturing are more effective than long ones.

But to offer a different perspective, I really savor lectures. I find that reading the fabric, working through it myself, and then having it explaining in a lecture format is very helpful to me. As well, one advantage of lectures I've found is that its much easier to find information on the topic. Professors may drop a key/buzz word or a very interesting trouble/solution and from at that place the individual research can go much further. Too, I am a fan of longer lectures (~2 hours). The shorter ones sometimes feel like only an introduction, whereas a long lecture can experience much more in depth and analytical. But a counter thought!

Just to offer a unlike perspective, I really bask lectures. I discover that reading the textile, working through it myself, and and so having it explaining in a lecture format is very helpful to me. Also, one reward of lectures I've constitute is that its much easier to discover information on the topic. Professors may drop a key/buzz word or a very interesting problem/solution and from there the private enquiry tin can go much further. Also, I am a fan of longer lectures (~ii hours). The shorter ones sometimes feel like just an introduction, whereas a long lecture tin experience much more in depth and analytical. Just a counter thought!

The problem with a long lecture is that merely people with an exceptional volition-ability tin concentrate for very long. Studies have shown that about students can't actually focus for more than one-half an hour.

Lectures actually work better for me than for most people because I know how to listen actively. If the lecture fits my learning style, I can absorb the entire contents of a lecture and put it in my long term memory by constantly summarizing what has been said upward to that bespeak in my mind. Withal, it requires a lot of will-power to do this, and I can't always pull information technology off. We tin can't assume that students will have the skills to pull this off, in general, and. I detect it very hard to have notes if I endeavor to do this. Too, if things are done that aren't very conceptual, I will find it hard to remember them, and in that case, it's ameliorate to get for more of the usual note-taking approach. Finally, this kind of agile listening is only possible when you are actually on peak of the material. In a state of affairs like a basic math class, that will inappreciably be the case for all but the very top students. Some other state of affairs is those conferences I mentioned where people have various backgrounds that they are bringing to the tabular array, and it's not at all clear, without getting feedback from them, who is going to exist able to understand what, and how to lecture in such a way that everyone gets the nigh bang for their cadet.

Information technology'due south not true that a long lecture is necessarily more in-depth. You tin cover the same ideas if you separate information technology up into more parts. And people volition be able to larn it much more effectively when this is done.

I always thought I was the only one who dozes off during lecture with my curt attending bridge, expert to know the guy working towards a PhD did the aforementioned matter..gives me hope that I will survive the years to come :)

Something to consider: Good luck getting recommendation letters when you lot've never spoken to your professors considering you lot never attend lectures.

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