Benefits and Challenges of Learning from Lectures

Some of the benefits of the classroom lecture format include providing instructor presence and expertise, communicating disciplinary thought processes, simplifying complex material, synthesizing from multiple sources, and contextualizing information as related to course goals. 

Lectures can be developed and delivered with relatively quick turnaround, allowing lecturers and their students the benefit of using more up to date information than typically found in textbooks. In addition, the real-time classroom environment also allows for drawing on the most current events, and to adapt approaches based on audience needs and interests.

Conversely, the lecture format may pose challenges to student learning. Part of the challenge in learning from lecture stems from the natural human limitations in absorbing and processing new information. 

One difference between subject experts and novices is that experts not only have more information and experience on a topic, but they also have more efficient processes in thinking about the subject. Experts can take in new information and quickly connect it with what they already know. Novices, on the other hand, haven’t yet developed the knowledge or efficient thought processing of experts, and can become overwhelmed with complex new information. 

Lectures that simplify complex concepts may initially aid in student understanding, but then may lead students to overlook the thought processes behind the concepts. If students don’t learn, apply, and perhaps struggle with disciplinary thinking methods, they may fail to master concepts or to develop the skills to transfer what they’ve learned regarding one concept or problem to a new situation.

Strategies

General categories of lecture strategies include methods to facilitate students’ acquiring and making connections of knowledge, and opportunities to remember and apply what they’ve learned. 

Web searching can result in numerous articles about tips for lecture planning and delivery. Suggestions typically include a mix of presentation and delivery techniques, as well as active learning techniques.  

Lecture design and delivery

Lecture design tips may include ways to open the lecture, to help motivate interest, preview the structure and main topics of the lecture, or both. For example, starting the lecture with a question, problem, or current event can gain students’ attention and preview the topic, then the lecture provides a structured way to address the problem or contextualize the event. A similar tip is to start the lecture with a brief description of the main points and how they will connect with one another and to previously covered material.

Even small changes to lecture delivery can have an impact. Simply taking one or two minute breaks during lecture gives students a chance to catch up on taking notes and requires no preparation time. A similar idea could be to stop lecture and have students write for a minute or two to summarize the main ideas from the lecture, and make note of what questions they have or what is unclear.

Active Learning Strategies

Lecture design techniques to gain and hold student attention can help with knowledge acquisition and making connections between contexts and examples presented during the lecture. However, in order to facilitate students’ longer-term retention of what they've learned and help them develop the skills to apply what they’ve learned to new contexts and problems, lectures can include short breaks in which students do something that requires them to remember what they’ve learned and apply the information, preferably in a way that’s new to them.

According to Halpern and Hakel (2003), the “single most important variable in promoting long-term retention and transfer is “practice at retrieval." Practices that encourage students to remember what they’ve learned include asking students to generate responses, given minimal cues. As students recall information, more frequently and in more variety of applications, they gain fluency and strength in accessing the information.

Ideally, the tasks that require students to retrieve information happen throughout the course and require retrieval of information learned earlier which is then applied to new questions and contexts.

For example, you might break up lectures and have students do a task that involves recalling information, such as  by answering new questions, discriminating among plausible alternatives,  or explain concepts to other students. 

One relatively simple technique is to briefly interrupt a lecture with an alternative presentation form and engage students by asking them to do something related to the new presentation. For example, ask students to interpret a graph and discuss how the graphed information relates to the lecture topic. A similar example is to offer a demonstration that illustrates a concept. Demonstrations can be more powerful as learning tools if the students can make a prediction about the outcome, afterwards the a class discussion can include topics of reasoning behind the prediction, and actual results.

There are a number of techniques that involve asking students questions during class. Closed-ended questions with correct answers can either elicit basic knowledge on material covered, or require students to apply conceptual understanding to address novel questions or distinguish among multiple plausible answers. Student Response System technology,  such as Top Hat, or similar methods can facilitate all students individually answering these types of questions with a level of anonymity. Questions that are more open-ended or require applying concepts in novel ways require students to not only recall, but to also apply what they are learning. Small-group discussions may be beneficial for analyzing reasoning and alternative approaches to the question.

Summary

Lecture and active learning techniques will vary based on factors of subject matter, class size, classroom layout, delivery medium, and instructor presentation and facilitation style. Some general tips for incorporating active learning into lectures include starting small, being clear about what student accomplishments or behaviors you anticipate, and to communicate to students your expectations, and perhaps the rationale, for the lecture and activity integration.

Citations

• Halpern, Diane F., and Milton D. Hakel. "Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer." Change: The Magazine of Higher Learning 35.4 (2003): 36-41.
• Hodges, Linda C. Teaching Undergraduate Science: A Guide to Overcoming Obstacles to Student Learning. Stylus Publishing, LLC, 2015.
• Jones, Linda L. Cronin. "Are lectures a thing of the past?." Journal of College Science Teaching 32.7 (2003): 453.