Time to retire the sage on the stage?
For centuries universities in the west have based their learning methods on the lecture. The concept is simply enough: a lecturer stands in front of an often large group of students and delivers a monologue on his or her specialist topic. Students take notes. Then at some later point there is an examination, during which the students will try to recreate the lecturer’s approach to the subject, and maybe add some analysis or commentary if they dare. And if all of that works well, the student gets a degree.
Of course a good deal of lecturing is better than that, but some isn’t. Truly interactive lectures are still rare, and nowadays many student don’t turn up at these events at all. Still, this is a resilient form of teaching, and even now new university buildings will typically contain fairly inflexible (in terms of design and furnishing) lecture theatres. But is that justified?
A recent study in the United States has again called into question the usefulness of the lecture. It revealed that students taught principally through traditional lectures have a high failure rate and learn less effectively. This does not mean that teaching large classes is always bad, but rather than various ‘active learning’ and participation techniques will create a better pedagogical setting. This could include the use of technology, or breaking into smaller groups for more interactive discussions.
In reality many lecturers will already employ interactive learning techniques, even in large lecture classes. However, it is perhaps time to look again at how useful the lecture really is. Certainly in the internet age it can be seriously questioned whether lectures are needed where their purpose is simply to disseminate basic information. But it can also be asked whether a theatre-style lecture room is what is needed as we make use of newly gained pedagogical insights, and whether new academic buildings should contain such facilities at all. It is time to ask whether lecturers really should, well, lecture.