| dc.contributor.author | Olsen, Kai A. | |
| dc.date.accessioned | 2023-02-21T13:57:09Z | |
| dc.date.available | 2023-02-21T13:57:09Z | |
| dc.date.created | 2017-01-24T14:22:34Z | |
| dc.date.issued | 2016 | |
| dc.identifier.citation | NIKT: Norsk IKT-konferanse for forskning og utdanning. 2016, 5 s. | en_US |
| dc.identifier.issn | 1892-0713 | |
| dc.identifier.uri | https://hdl.handle.net/11250/3052815 | |
| dc.description.abstract | Today, technology such as the Internet and automated digital video cameras offers the possibility of using new methods for teaching. We see that massive online open courses (MOOCs) and the idea of a “flipped classroom” are promising to replace the traditional lecture. The idea is to use technology to reduce costs and improve learning. However, in the quest for new teaching methods we have perhaps not understood why the lecture format is so widely used. In this paper, we shall try to explore the advantages of the traditional lecture. | en_US |
| dc.language.iso | eng | en_US |
| dc.relation.uri | http://ojs.bibsys.no/index.php/NIK/article/view/360 | |
| dc.title | Is the lecture dead? | en_US |
| dc.type | Peer reviewed | en_US |
| dc.type | Journal article | en_US |
| dc.description.version | publishedVersion | en_US |
| dc.source.pagenumber | 5 | en_US |
| dc.source.journal | NIKT: Norsk IKT-konferanse for forskning og utdanning | en_US |
| dc.identifier.cristin | 1436707 | |
| cristin.ispublished | true | |
| cristin.fulltext | original | |
| cristin.qualitycode | 1 | |
