Lectures? We Should Talk… Or Not

What Does the Research Say about Lectures?

It is well-established in the lore of online instructors and those who support them that lecture-centered teaching is not as effective as almost any other kind. Who wants to share the road with young drivers who only ever heard about how to steer but never got to try it yet? Who wants to be the first patient of a surgeon who got a solid B on all the quizzes but has not yet seen blood? Proper learning must include lots of opportunity for students to put their hands (and minds) to work. People learn by doing not listening. Humans can only pay attention to lectures for 10 minutes before losing attention, less online. (What is the longest cat video you ever watched? And cat videos are intrinsically awesome.)

It makes intuitive sense. But this is a university; we do evidence, not intuition. (And use semi-colons is obscure but technically acceptable ways.) As I was reminded recently by a colleague during a consultation, it’s not enough to be correct in academia. One must also share one’s bibliography.

So what is the evidence for the lecture lore?

The list below is intended to begin to answer that question by listing a few of the broadest, clearest, most influential, and most evidentiary write-ups on the subject. Thus, I will also include a request: if you have a bibliography you like to use — or even just a compelling research publication or persuasive presentation not included here — please add it in the comments below.

One thought on “Lectures? We Should Talk… Or Not

  1. Just found reference to another meta-review of 225 studies that reaches startling conclusions, such as students in lecture-only courses being 1.5 times as likely to fail as students in sections that include active learning.

    Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences of the United States of America vol. 111 no. 23 (15 April 2014), 8410–8415, doi: 10.1073/pnas.1319030111
    http://www.pnas.org/content/111/23/8410.abstract

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