What’s the use of lectures?

Robot lecturerThe title of this month’s blog is not mine but taken from what many would consider a classic book about what can realistically be achieved by someone stood at the front of a classroom or lecture theatre, simply talking. Written some 25 years ago but updated recently Donald A. Bligh’s book takes 346 pages to answer the question, what’s the use of lectures?

What makes this book interesting is the amount of research it brings to bear on a topic some consider an art form and so not easily measured or assessed.

With many in Higher education questioning what they get for their £9,250 per annum, and contact time being one way of measuring value, it’s as important a question as ever.

For clarity, we should define what we mean by lecturing, as ever Wikipedia can help –  A lecture (from the French meaning ‘reading’) is an oral presentation intended to deliver information or teach people about a particular subject.

What should happen in a lecture?

If you’re a student attending a lecture you would hope to learn something, however as many of my past blogs have discussed, learning is a complicated process and so we may need to break this question down a little further by asking, what should a lecture actually achieve?

A lecture should….

  • Transmit information
  • Promote thought,
  • Maybe change opinion or attitude
  • Inspire and motivate
  • Help you be able to do something i.e. develop a behavioural skill

Well here is the bad news, according to Mr Bligh, a lecture is only really good for one of the above, to transmit information. And it’s not even better than many other methods e.g. reading, it’s simply as effective, but no more.

Promoting thought, changing opinions

Lectures are relatively passive whereas a discussion requires that people listen, translate what is said into their own words, check if it makes sense with what is already understood, construct a sentence in response etc. In effect, a discussion is far more effective than a lecture in developing thought.

In addition, putting the student in a situation where they have to think is important, for example by giving them a problem or asking a question as is the case when you have to answer a past exam question for example. A discussion can also help change opinions, especially where you can hear other people’s views, often different to your own. It has a longer-term impact when the group comes to a consensus.

Inspiration and motivation

Bligh also argues that on the whole lectures are not an effective means of inspiring or motivating. He suggests that it should certainly be the objective of the lecturer to try, it’s just they rarely succeed. I find myself slightly disagreeing, lecturers can be inspirational, and yet maybe this is just my personal bias from having watched Sir Ken deliver his “do schools kill creativity“  or the last lecture delivered by Randy Paush.

But perhaps, these are just the exceptions that prove the rule.

Developing skills

And finally, if you want to help people become good at a particular behaviour, you don’t tell them how to do it, you get them to practice, over and over again, with good feedback.

The end of the lecture?

I don’t think this is the end of the lecture, these criticisms have been around for many years. But I can’t help thinking that with new technologies and online learning, lectures are going to have to get a whole lot better in the future.

And what will Universities point to as value for money then?

 

 

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