KNOWLEDGE CONSTRUCTION AND INTERACTION AT UNIVERSITY LECTURES OF DIGITAL AGE
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Abstract
Lectures are an obligatory part of university education in Serbia and it is even proscribed that they have to amount to 50 to 60% of all teaching classes in comparison to seminars and exercises. This gives an impression that lectures have been ascribed great relevance, although they have already been considered an outdated and inefficient teaching form for long time, because their purpose is only knowledge transfer without the activation of higher cognitive skills in students. Criticism has mostly been directed by the representatives of constructivist and communicative didactics and has provided an incentive for the revision of this teaching form, as well as for the application of digital media for the purpose of innovation and modernization of university lectures. The aim of this paper is to describe the features of lectures, to offer criticism and suggestions for amending their weaknesses with the support of digital media that provide students with opportunities for an autonomous construction of knowledge and interaction with teaching materials.
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