Teachers are often frustrated by the increase of lack in students attention along the course, experiences drop-out of the lectures and few motivation. On the other hands also students feel frustrated because they start with high motivation, and they end up in a boring session.
The consequence is a lack of motivation for both the students and the teachers.
Lack of motivation
At the University of Naples Federico II students who enroll at the BSc courses in Chemistry and Industrial Chemistry show a decrease in motivation along the single course. This can be due to lack of lose of contact between the teacher and the student, leading to boring ex cathedra lectures.
The aim of this user case is to improve the contact between students and teachers, giving teachers soe tools to keep the attention of the students high along the semester. The teachers’ feedbacks will be collected by periodical surveys.
Local educational scope
BSc in Chemistry and Industrial Chemistry
Pre-knowledge / Background of the participating local teaching staff
No specific pedagogical courses are required for the university teachers in Naples.
Increase the attention of students along the semester with the aim of:
Example of interactive questionnaires to be submitted to teachers
Periodical survey of the questionnaire impact on the students, by online form
The activity should be repeated every year for the new teachers
At the beginning of each academic year, the teachers will be involved in a hands-on course, aimed at the development of an effective interactive questionnaires to periodically monitor the students progress.
The teachers will submit the questionnaires in three different moments, at 25, 50 and 75% of the completion of the course.
This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice.