Débattre ou apprendre : faut-il choisir ? by Patrice Raynaud Serra

“…From the Platoon’s dialectical way that we found by a lecture of Hannah Arendt’s and Peter Sloterdijk’s writings, we search how to go back down into the cavern with an invisible term which opens debate.…”
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Interview with Michael Welker by Hendrik Van der Westhuizen

“…In light of this project and the five hundred year commemoration of the Reformations, a public lecture was held on the theme The European Reformation: A liberating educational revolution. …”
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Ethnies et espace dans le Sud éthiopien by Sabine Planel, Thomas Osmond

“…Ce texte propose une lecture croisée de l’ouvrage d’Ulrich Braukämper, publié dans une version anglaise remaniée de 2012. …”
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The Gibbs Fundamental Relation as a Tool for Relativity by Friedrich Herrmann, Michael Pohlig

“…When relativistic physics is lectured on, interest is focused on the behavior of mechanical and electromagnetic quantities during a reference frame change. …”
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ABOUT DIALOGUE, MONOLOGUE, AND SILENCE IN EDUCATION by ALEVTINA S. Robotova

“…The author believes that the focus of modern teachers (scientists, lecturers, school teachers) on dialogue and dialogue technics is often accompanied by a decrease of interest to monologue. …”
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Was Copernicus an Astrologer? From the Perspective of a Historian of Astrology by Sylwia Konarska-Zimnicka

“… Nicolaus Copernicus’s achievements in the field of astronomy are widely known and undisputed, but few people know that he also studied astrology – in his time recognised as a science and a subject of academic lectures. Evidence of this activity, though scarce, is preserved in the margins of one of the popular astrological treatises of the 15th and 16th centuries, which was owned by Nicolaus Copernicus. …”
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THE METHODS OF TEACHING PHYSICS FOR UNDERGRADUATE STUDENTS AT OIL AND GAS INSTITUTE by Radis R. Kabirov, Alina Kh. Novikova, Nariman K. Dvoyashkin

“…These methods allows lectures to provide an optimal way for students to study physics in conditions of cutting down the time for learning this discipline. …”
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Compétition entre villes pour l’Olympe by Charles-Edouard Houllier-Guibert

“…Each city is trying to show the differentiating elements that ultimately rather banal whereas each website is organized to convince the selectors to select the best area. In a marketing lecture, the difficulty of urban differentiation can be explained by taking into account systematically the local population, who is the true target of the websites.…”
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Dono ed economie altre: per un nuovo contratto sociale by Antonietta Di Vito

“… The article focuses on the recent debate, about gift and the non-market economies, born especially around the new lecture of classical texts of Marcel Mauss and Karl Polanyi. …”
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USING INTERNET SOURCES IN TEACHING ECONOMIC SUBJECTS by Svetlana V. Kulikova, Nataliya A. Kameneva

“…Such an approach enables not to take much time to search for sources of employment information at lectures and seminars. Orientation on formation of necessary information competencies among the students is also shown.…”
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Assessment of E-Learning in Institutions of Higher Learning in Uganda: A Case Study at Kabale University. by Nabaasa, Scovia

“…The findings revealed that many students and lecturers were using e-learning for studying and curriculum delivery. …”
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Assessment of E-Learning in Institutions of Higher Learning in Uganda, A Case Study at Kabale University. by Nabaasa, Scovia

“…Results indicated that both students and lecturers utilized e-learning for studying and delivering the curriculum. …”
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Open Educational Resources in the Development of Digital Learning Environment by N. V. Dneprovskaya, I. V. Shevtsova

“…The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. …”
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EFL students’ motivation on learning English: What can we learn from them? by Yelni Erniyati, Pristian Hadi Putra

“…Moreover, the English lecturers who teach the students from the non-English department who are motivated should have good techniques and methods in teaching them, in the order they can achieve their goals in learning English.…”
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Referálnak-e a fiktív nevek? Kripke és Salmon a negatív egzisztenciális állításokról by Áron Dombrovszki

“…A témának Kripke 1973-ban önálló előadássorozatot szentelt a John Locke Lectures keretein belül, az előadások szövegei viszont egészen a közelmúltig csak kevesek számára, kéziratos formában voltak hozzáférhetőek. …”
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DIGITALIZATION: IMPROVING THE LITERACY OF FOREIGN LANGUAGE LEARNERS THROUGH MULTIMODAL TEXTS by Lilis Afifah, Sri Prameswari Indriwardhani, Sawitri Retnantiti, Rizman Usman

“…Likewise, the results of trials on users, namely students who took part in the lectures, had given very positive responses to the multimodal-based digital teaching materials designed by researchers. …”
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Repositioning Home Economics for Functional Entrepreneurship Education Programme in Colleges of Education in North-Central Zone, Nigeria by Iyabo Joke Shehu, Juliana Amram, Maimuna Abubakar

“…The population for the study comprised 73 Home Economics lecturers and 178 NCE III Students in Colleges of Education in North-Central, Nigeria. …”
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Professional Activity of a University Teacher: Personal Values and Temporal Perception by N. B. Moskvina, B. E. Fishman

“…It is confirmed that the preparation and conducting of lessons and lectures as well as the preparation of various plans, programs, reports, etc. are the dominant components of university teachers’ activity. …”
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Secondary School Learners’ Transition to the University: A Qualitative Research Approach by Mbulaheni Paul Tshisikhawe, Buyisani Dube

“…The sample was drawn from the lecturers who taught first-year modules and all first-year learners in the school of education. …”
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The effect of Flipped Digital Classroom and student engagement on English writing skills by Farida Ariani, Martin Kustati, Reflianto Reflianto, Novi Yanti, Joni Indra Wandi

“…The FDC group receives pre-recorded lectures, additional reading materials, and online writing assignments before face-to-face discussions, while the control group follows a lecture-based approach with assignments. …”
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