ABSTRACT
We take lecturing in higher education so much for granted that we easily forget just how powerful its hold is.
(Ramsdens, 1992, p. 151)
Understanding the implications of the lecture as a teaching strategy
The lecture is the standard method for teaching large classes, yet research has shown that individuals learn better if they think about what they are learning and that they actively engage with the information they are being expected to learn. Comparisons between lecturers and other forms of teaching have demonstrated that where students are encouraged to discuss and participate learning is more effective (McKeachie et al., 1990). In a very comprehensive review of the literature Bligh (1998) concluded that the lecture was as effective as other methods as a means of transmitting information, but not more so. However, the review also stated that lectures were less effective as a means of promoting thought, critical thinking and changing students’ attitudes. Despite the research evidence, the lecture remains the main method of information delivery and teaching strategy employed in higher education. Bearing these comments in mind, it is essential to consider the advantages and disadvantages of the lecture as a method of instruction.
