The lecture: A means of teaching, but not of learning? Or: How to make a stand-alone late afternoon lecture livelier?
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Background: The lecture as a means of teaching has been criticized by many experts in the field of education for being too passivating and not contributing to retention of learning content. On the other hand, there are few alternatives when an expert on a field meets a group of students with very little previous knowledge only once. This assignment describes how some techniques that can ease the one way communication of a traditional lecture were tried out.
Methods: A lecture given for master students in Health Science. The teacher tries to apply pedagogical techniques for activating students based on the University Pedagogics course and educational literature. The teacher assesses student participation based on subjective impressions and the frequency of participation from students during the lecture and comments from students afterwards.
Results: A two way communication between students and teacher several times during the lecture could be established. The students asked questions and many participated in short discussions. From the teacher’s perspective were the techniques applied partly effective in increasing student participation. However, there is a lot of room for improvement.
Conclusions: Strategies to stimulate active participation of students during a lecture can be successfully applied. The systematic implementation of these strategies requires training and eagerness to experiment.
PublisherProgram for universitetspedagogikk, Universitetet i Bergen
- UPED-skrift 90