How to Make a Boring Lecture Fun

Abstract

derivations of governing equations. Such lectures are often perceived to boring by students and
the motivation to follow the lecture is low. Conceivable problems for the low motivation of the
students are given. Several methods to counteract have been reported in the literature. The
objective of the present project is to apply these measures to a real teaching situation. A
combination of traveling theory and transfer theory was used by selecting methods to motivate
students such as an inductive approach of teaching, a frequent change in activity, active peer
learning (cooperative learning) and in-class group exercises following a problem based
learning process. Additionally, interaction with students was sought. Qualitative interviews
with the students and the teacher were conducted to asses the motivation level of the students.
The students are found to be motivated by simple examples and an inductive approach to
teaching. Opinions about the in-class group exercises were split: Students who actively
participated in class tended to be motivated to solve in-class group problems whereas students
who characterized themselves as quite students in class were not motivated to solve the
examples.