Is It Ever OK to Lecture?

On the one hand, research on the matter is quite convincing: A 2014 meta-analysis of 228 studies of lectures and active-learning strategies showed that the results were decidedly one-sided in favor of active learning. [...]the vague way in which active-learning strategies are discussed means — as Jo...

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Bibliographic Details
Published inThe Chronicle of Higher Education
Main Author Gooblar, David
Format Trade Publication Article
LanguageEnglish
Published Washington Chronicle of Higher Education 15.01.2019
Subjects
Active learning
Classrooms
Knowledge
Learning Strategies
Listening
Public speaking
Students
Teaching methods
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Summary:On the one hand, research on the matter is quite convincing: A 2014 meta-analysis of 228 studies of lectures and active-learning strategies showed that the results were decidedly one-sided in favor of active learning. [...]the vague way in which active-learning strategies are discussed means — as Josh Eyler, director of Rice University’s teaching center, wrote last year — that "it can create the illusion that the answers to teaching challenges are both monolithic and easily developed." A November essay in The Chronicle, "Does High-Impact Teaching Cause High-Impact Fatigue?," argued that active learning and other "high-impact practices" in the classroom require so much extra work from an instructor that they can lead to faculty burnout. If we can better understand the problem with relying too much on lecturing — or "continuous exposition by the teacher," as Derek Bruff, director of Vanderbilt University’s teaching center, called it — then we can better situate lectures within a mix of teaching practices.
ISSN:0009-5982
1931-1362