In class

• Is it a lecture, seminar, workshop or laboratory practice, or a simulation?
  • Have a look at our content at the end of this page to learn about these different types of teaching methods.

• Are there any preparation requirements specific to this type of class?

• Will you need to arrive earlier than the scheduled time?

• Do you need to make special travel arrangements for this class?

• What do you already know about this topic?

• What would you like to learn about in this topic?

• What knowledge do you think you could gain from the class that will help you in your assignment?

• Are there any pre-reading requirements?

• Is there a discussion board that you have been asked to contribute to?

• Are you expected to have your own access to these documents during class?

• Would it be helpful to print any documents for note-taking during the class?

1. Check to see if the class will be online or in-person on campus

This is a very important step to know when and where your class will be so you can be ready and on time for class.

2. Look over your notes from the previous class

Reviewing your past notes can be helpful for refreshing ideas and discussions from a previous class, which may be referenced in your upcoming session.

3. Check your assignment brief

Your assignment brief will outline the knowledge you need for your assessment. You may want to take note of any key terms you are unsure of that may be explored in the class and/or highlight information that you want to listen for.

4. Make sure your phone is fully charged

Do you need your phone to participate in this class? You may need it to access online materials. However, a computer or tablet would be more appropriate for working.

5. Have a snack ready for when you have a break between classes

Preparing a snack might be good if you need an energy boost but try to avoid eating in class to prevent disturbing others in the room.

6. Have a list of questions ready for your tutor

Tutors love questions and coming prepared with even just one or two questions can benefit your learning. More on this below.

Being on time for the start of classes means that you won’t miss vital context, and that your arrival won’t disrupt anyone else’s engagement with the session. Make sure you know where your classes are and plan ahead for travel and other potential problems.

We all know that sometimes things happen – there is more traffic than usual, for instance, or you receive a call that genuinely cannot wait. If you are late, don’t worry, you will still be welcome to class but it is necessary to take a few steps:

• Send your tutor an email to let them know you will be late

• When you arrive, try not to disrupt the class by entering quietly and taking the nearest and most easily accessible seat without disturbing other students

• Note the time of your arrival

• Speak to the tutor at an appropriate time

However, please be aware that for some sessions on specific courses, it may not be possible to join once the class has started. Your tutor will make this clear before your class.

If you will need particular equipment (even something as simple as a notepad and pen), make sure you have it with you and ready to use – get it out at the start of the session so that you don’t have to dive into your bag part way through. 

All classes are interactive in some way, though some will require more active engagement than others. You will get more out of the class if you are an active participant, but it is important to be mindful of the rest of the group. If you have already contributed a lot to a discussion, it may be appropriate to wait and allow others space to share their ideas before contributing again.

Phones and laptops can be useful in class, and some may actively require them. But turn sounds off and close any apps or programs that may cause a disruption such as email or social media notifications. It might help to put your device on aeroplane mode if the session doesn’t require an active internet connection.

Lectures are the type of class most often associated with universities. This is where the big ideas, theories and facts are presented and discussed.

In a lecture, you will normally be seated in rows facing the front of the room. Often (but not always), this then means that the lecturer does the majority of the talking. However, you should expect there to be times when you will be encouraged to discuss with people around you and ask or answer questions. Lectures at CCCU are not passive.

On some modules, you might have the same lecturer every week, but many modules will be taught by a team with different specialisms or will involve some guest lecturers, either from the wider university community or further afield.

Lectures do not and cannot cover every aspect of a topic. There may be guidance for follow-up reading in your module reading list, or you may be expected to work independently to explore the lecture topics in greater depth.

To get the most out of lectures:

• Keep your notes simple: don’t try to write everything down. Many lectures are recorded – if they are, you can go back later to make any more detailed notes that you need.

• Be an active participant. Think about the content of the lecture and how it connects with or challenges what you already know. If there are opportunities for discussion, make sure you take part and learn from your peers.

• Don’t be afraid to ask questions. In some lectures, you can ask questions at any time, while in others there may be specific times set aside for questions. Make sure you use the opportunity! You probably aren’t the only person wondering about the same thing. And if you don’t ask your questions, you might never find out the answers.

Seminars are discussion-based classes, often with smaller groups than in lectures. You will usually have the same member of staff leading each seminar for a module and be with the same group of students. Often, seminars will build on a lecture from earlier in the week. Seminars are interactive sessions where everyone in the room learns with and from each other.

To get the most out of seminars:

• Do the work! If there are any preparatory readings or activities, do your best to complete them. Seminar discussions are often based on this pre-session work, so you will get much more out of the session if you have come prepared.

• Get involved. Listen to what everyone says, not just the seminar leader. Sharing your thoughts is good, but a good discussion requires everyone to listen to one another, so that ideas can build on each other.

• Disagree well. Often, there is not a right or wrong answer to the questions or issues you are discussing. You are likely to be encouraged to question your own ideas and other people’s ideas, but this should always be done with respect. If you disagree with something, find a way to explain why you disagree and to have an open debate rather than a hostile argument.

Workshops, labs and practicals are active sessions where you will apply your skills and knowledge. This might involve carrying out tests and experiments, or practising skills in areas such as nursing or theatre.

Arriving on time and doing preparatory work are important for all types of session, but are most vital for practical classes. If you skip the preparatory work, you may not understand what you are doing. And late arrival to a lab or practical is particularly disruptive to both your own learning and everyone else in the group. In some cases, it may not be possible to catch you up on what you have missed. 

Some practical sessions are highly structured with set tasks to follow. Others, particularly labs later in your course, will allow you to explore and refine your own research or skills.

To get the most out of workshops, labs and practicals:

• Take notes, particularly in labs. Note down exactly what you did and what the results were. This level of detail is often difficult to remember after a session has finished.

• Reflect on your learning as soon as possible after the session. What was new or interesting? What did not work well? Are there any skills you need to develop further?

Simulation is exactly what it sounds like. Simulation classes are immersive, presenting real-life scenarios for you to work through and learn from. They may take place in specialist locations – the university has simulated hospital wards, crime scenes and law courts, for example. Other simulations may take place in regular classrooms or using augmented or virtual reality technology.

Due to their immersive nature, simulations may be more emotional than other types of class – support is available, and there will often be a de-brief at the end of the simulation. You may be asked to take on different roles in simulation, but you are not expected to create an award-winning performance – your acting skills are not being tested! The important thing is to immerse yourself in what is happening and learn as much as you can.

To get the most out of simulation:

• If there is any pre-session work, make sure you do it. There is rarely time at the start of a simulation session to catch anyone up to speed.

• Remember that mistakes are allowed, and that is better to make a mistake in simulation than in practice. Simulation provides a supported environment for learning from mistakes and successes alike.

• Reflect on the session. As soon as possible after it ends, think through the scenario and your learning from it. How might this change how you approach similar situations in future?