Lecture Hall in scrutiny: LT11
For this task, we adopted two methodologies: Ethnographic study and Laddering.
I Ethnographic Study
-Observed at 2 different timings
-8.00-10.00a.m., 4.00-6.00p.m
Here we have identified:
a) Non-human factors
1.Environment
- Big class group
- Air-con too cold
- Noisy doors- around 10% of students are observed to have turned their back to look at latecomers. Also, lecturer paused for 2 seconds before carrying on his lecture.
- Lack of power points for long lectures
- Lack of interaction with lecturer other than breaks
- Small and low tables
- Faulty wired clip-on microphones
- 8.00a.m. – Too early
- 6.00p.m – Too late
b) Human Factors
1. Students
- Noise level
- Late comers due to morning traffic jams
- Too tired on Monday mornings
- Short attention span
- Book seats for friends
- Do not want to seat in front
2. Lecturers
- Language issues
- Speed of Speech
- Does not engage students in lecture discussions
- Tied back to class size issue
- Do not post notes early
II Laddering
Reference A: Mr. Y, Science Faculty Student, Year 3
What is one thing you’d like to change about LT11?
Y: Definitely the chairs and its spatial arrangement.
Why the chairs?
Y: They are too hard for my liking. Furthermore, the narrow spacing doesn’t allow me to rest my leg in a straight line. I have to tilt my legs a little to the side and it causes discomfort to me. The seats are a problem for people with longer legs I supposed.
Why the spatial arrangements?
Y: Firstly it’s due to the leg space issue. Secondly when most seats are taken up, latecomers like me have no choice but to take the left-most or right-most seats at the top. The view from there sucks, especially when you have to stare at the slide for the next 2 hours. And it doesn’t help with the artificial lighting.
Why is there a problem with the lighting?
Y: Well, the lighting makes the lecture hall dull, which makes it harder to concentrate.
Reference B: Miss C. FASS Student, Year 2.
What do you not like about LT11?
C: The tables are too small, it can only either fit my notes and pencil box, or the laptop, but not both.
Why do you think it is important to have a bigger table?
C: With a bigger table, I can fit more studying resources and also put my must-have cup of coffee on the table.
Why do you need a cup of coffee for every lecture?
C: So as to prevent myself from falling asleep and also to keep myself warm
Why will you fall asleep?
C: Because it is too early for a boring lecture!
Why do you think it is boring?
C: The lecture content is super dry.
Why is the lecture dry?
C: Well, because it doesn’t help when the lecturer is merely reading off slides. No video, no nothing for us students. Quite pointless to turn up for lecture.
Why do you still turn up for lecture?
C: ....
Thus, we can see that from the first reference, the respondent’s main issue is with the physical surrounding affecting the quality of the lecture. And as for the second respondent, she points to the human factor (i.e. the lecturer) as a main factor in the quality of her lecture experience.
Recommendations:
Hence, as from our 2 pronged research, we propose the following recommendations:
•Non-Human Factors
1) Large windows to admit more light.
Some health reports have recognized that constant indoor lighting could pose to our physical and spiritual health. Furthermore, research have shown that exposure to natural lighting can enhance students’ learning progress and achievement in schools(Heschong Mehone Group, 1999). The benefits of conscious exposure to natural full-spectrum light includes better achievement and behavior in school and fewer absences from work.
2) Comfortable seats that are ergonomically designed
Sitting on a chair for countless of hours a day has notable effects on students’ bodies. An uncomfortable chair can constrain our bodies and lead to prolong pain and strain in the long term. Chairs are essential for promoting good postures. Adjustable functions allow the individual user to make the chair work well for his or her specific needs. Thus, with the achievement of comfort, learning process can also optimized.3) Power points to be supplied under every desk.
Low battery life and the lack of power points in lecture halls has impeded the use of laptops during lectures. With power points in place, this is to counter late uploading of lecture notes or to get the latest updated copy. Also, it encourages efficient note taking & multitasking e.g. doing supplementary research or related material lookups, promoting flexible and mobile learning.
Prevent distraction of other students without laptops.
However, there might be abuses. For example, students without laptops are usually distracted by students with laptops who are sitting below who sometimes will be chatting on MSN, surfing youtube etc. This brings in the problem of responsibility in students themselves.
4) Install doors with a mechanism to prevent slamming or creaking
It could probably be a slow close mechanism whereby the door when closing, at mid-way pauses for about 3 seconds before closing gently and silently. With minimal noise levels, there is less hindrance which can affect the lecturer’s ability to teach. Students can then get the best out of their lecturers, thus optimizing learning experience.
5) Smaller class size
With a smaller class, quality of classroom interaction is enhanced. More personal attention will also improve discipline in lectures. Discussions can be thrown to the floor and feedback can be more easily obtained due to the closer proximity. Perhaps with smaller classes, the need for microphones will be less relied upon as well.
•Human Factors
i) Culture
1. Students
a. Start lessons from 10
b. Mandatory rest
As the university life of a student is pretty hectic, with endless projects and datelines never failing to come, lectures should have the tradition of starting at 10 a.m. to allow adequate amount of rest for students.
2. Lecturers
a. Democratic experiential education
b. Better classroom preparation
i. Multimedia resources
ii. Post notes early
c. More interaction in class
Perhaps lecturers should adopt democratic experiential education in which students help to design curriculum. This way, students can become ‘knowledge creators’ and ‘knowledge learners’ at the same time. Experiential makes the subject lively and more interesting. With interest stirred, learning becomes an easier feat and more effective. Instead of planning a neat packaged curriculum, lecturers should review their learning activities organized, and respond correctly to students’ reactions of these activities. Also, lecture resources should be made available to students early to maximize their learning.
Despite the whole list of recommendations, we recognize that there'll be limitations in the solutions we have offered.
a.Budget
•NUS complains not enough funds for maintenance and upgrading.
The Lecture Hall 11 has been recently renovated 3 years ago and is still generally new. It will be costly and impractical to rebuild it again, especially with the limited funds from NUS to embark on upgrading. Furthermore, NUS fee hikes in the last few years have received backlashes from students and parents, causing some commotion and displeasure.
b. Resistance to Change
•Less outspoken students
Students should take responsibility in their own education, and learn how to respond and interact to create the best learning experience. However, Singaporean students are seen to be less likely to take the initiative to speak up, and they do so only unless they are posted a question by the lecturers. It is not so much of a culture in the Singapore culture to challenge the lecturers, to put forth their own ideas and participate actively in class. Since it is in the Singaporean students to keep their mouth shut and accept whatever that is given to them from the lecturers, it becomes an obstacle to implement the democratic experiential learning.
c. Logistic issues
If the recommendation of breaking up LT11 to smaller classes to facilitate interaction and enhance learning experience comes through; there will be a huge issue with not having enough lecturers, since LT11 was designed for a mass lecture style. Also, building the new classroom etc. pose as a huge logistic issue.
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