Reassessing the Value of University Lectures
Over the past few years the question of whether the lecture is an effective teaching method has been one of the most heatedly debated topics in the field of higher education. While research on the effectiveness of lectures has been carried out since at least the 1960s, the value of the lecture has been increasingly questioned recently for a number of reasons that include waning lecture attendance rates by students, the heightened emphases on active learning and interactive modes of teaching, and technological advances that allow for the instructional component of lectures to be delivered online.
This Melbourne CSHE occasional paper moves beyond the polarised and often polemical perspectives that characterise the debates, and considers both the potential problems and the possible pedagogical benefits of the lecture.
Authors: Sarah French and Gregor Kennedy