Lectures
Lectures are often viewed as the central educational method.
Indeed, despite the many criticisms of them, the remain a central part of adult education, and are often a student expectation.
They are a form of mass instruction, delivering information to students, or demonstrating a skill.
As with most educational methods, the lecture has both positive and negative aspects.
There are also many factors which can make a lecture better or worse as an educational method.
Indeed, despite the many criticisms of them, the remain a central part of adult education, and are often a student expectation.
They are a form of mass instruction, delivering information to students, or demonstrating a skill.
As with most educational methods, the lecture has both positive and negative aspects.
There are also many factors which can make a lecture better or worse as an educational method.
Advantages
- To give an overview of a topic, including learning outcomes.
- Can introduce basic concepts and facts, which can be developed later.
- A cost effective method of delivery of information to many students.
- Can motivate students when delivered enthusiastically.
- Adds the benefit of spoken language over written text e.g emphasis, body language, tone of voice.
Disadvantages
- A passive activity which may not encourage learning beyond the level of memorisation.
- Doesn’t encourage analysis and synthesis of idea.
- The pace of a lecture may be unsuited to students e.g. not allow time for reflection.
- Not well suited to a wide array of abilities/starting knowledge.
- There may be little feedback for the teacher as to what learning is occurring.
Good lectures:
- Enable students to understand the basic principles.
- Fits coherently within a larger overall programme, linking with prior and future learning.
- Are well structured.
- Are well paced.
- Have well presented, relevant information.
- Balances depth of the topic and conciseness.
- Have an enthusiastic, knowledgeable lecturer.
Bad lectures:
- Are teacher focused rather than learner focused e.g. talking about their area of interest.
- Are poorly paced, not allowing time for student understanding of points.
- Reads from the slides, rather than using any slides to augment what they are saying.
Techniques to improve lectures:
- See lectures/presentations being given to give an idea of good and bad points e.g. TEDtalks (Here)
- Know the venue of the lecture, including how to work any equipment.
- Understand how the lecture fits in with the student’s learning.
- Clearly write down the intended learning outcomes. What is the purpose of the lecture? Transmission of facts? Explanation of the overall concepts? Motivation of students? - Make these explicit to the students at the start.
- Identify the content of the lecture. Highlight the key points and ensure the amount isn’t more than can be fitted within the time frame.
- Spend time structuring the lecture well - include a beginning, middle and end.
- Clearly signpost important components of the lecture to the students throughout, as well as providing an overview of the structure at the start.
- Summarise the key points.
- Rehearse the lecture well
- Don’t have prolonged talking (over 20 mins) - vary the demands on the students to keep them engaged e.g. a quiz.
- Consider how you will help students take note - publish notes online? Provide handouts? Give short breaks to allow students to consolidate their notes?
- Consider testing the students at the end to promote retention
- Consider using different modalities (visual, auditory, reading) to accommodate for different learning styles (kinaesthetic may be hard).
Also consider ways to promote active learning within lectures, and retain engagement:
- Interactive quizzes
- Breakdown into small groups for discussion
- Use interactive cases/problems
- Use different media forms within the presentation e.g. video
Last updated: 6th March 2017
Links & References
- McKimm, J. Jollie, C. Facilitating learning; teaching and learning methods. 2007. London Deanery. Available at: http://faculty.londondeanery.ac.uk/e-learning/small-group-teaching/Facilitating_learning_teaching_-_learning_methods.pdf
- Rezaie, S. Four tips to make your slides hip. 2017. FlippingMedEd.com. Available at: https://flippingmeded.com/2017/01/23/four-tips-to-make-your-slides-hip/
- Ayres, R. Lecturing, working with groups and providing individual support. In: Fry, H. Ketteridge, S. Marshall, S. (eds). A handbook for teaching and learning in higher education. 2014.
