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Much has been discussed about the interest of students and their learning experience in the school level. Many experiments have been done on the same and several critics have given the drawbacks and necessary steps that need to overcome them to have a better learning experience. On keeping this as a starting note, it is high time that equal importance is given to students and their learning experience at a higher education level. The primary factor that determines the scale of learning experience of every student is their boredom factor. So, in order to identify the extent to which the students and teachers are responsible for the learning experience in higher education, an analysis have to be made with boredom as a critical factor.( Mann & Robinson 2009)
To give a brief explanation of what boredom is, it can be attributed to person’s state of mind when he has nothing to do that he likes. On an analysis on what causes boredom among students which in turn leads them to have a bad learning experience, it was found out that the teaching techniques of the lectures and the methods they follow to be the primary reason. Some of the teaching methods followed by teachers evoke a passive environment of learning. Also, a one way relationship between teachers and students could also lead to a dip in their learning curve. On the other side, a student’s individual interest also plays a part on the grade one earns in learning. (Gjesne 1977) If the student is not open towards learning new things, irrespective of whatever the teacher presents. Then, the student is at the receiving end for all the blames of having a lean learning experience. Hence a cognitive analysis is required on both sides to determine the extent of impact on learning experience. ( Mann & Robinson 2009)
The main teaching method that is followed in most of the universities is converting text to computer PowerPoint presentations and presenting them. Although studies have
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