Photo: From a post?
I wish to succeed in scattering in your souls fiery sparks which will arouse and stir them. (Fichte)
I have posted here on to teach or not to teach based on lecture method. In the past we used to lecture. Most of my university courses were done through lecturing, workshops, discussion tutorials, and laboratory sessions. When it comes to mass education, lecture is still the predominant method. It is clear that even now, lecturing is still the most popular way of presenting information. Video lectures are useful for references, and a quick update of the latest information, especially from those in University Video Websites or free videos website. So, I reckon there are still lots of benefits of lectures, when used effectively. This video shows a quick snapshot of the lectures.
If we were to disseminate information, then lectures seem to serve the purpose well.
Here is a summary about lecture – Lecturette:
The lecture, an oral presentation prepared and delivered by a subject-matter expert, is probably the oldest and most basic form of instruction. It is used to supply the greatest amount of information in the least time. Like other types of information presentation, it does not allow for feedback from the learners; thus, it should be combined with participative techniques whenever possible.
How It Can be Used:
1. To introduce concepts, identify and analyze problems, or clarify issues related to a subject or topic – e.g. supervisory and managerial functions.
2. To deliver training content which is best presented all at once in an orderly manner and does not require practice (of the subject or topic).
Who Can Benefit from It:
1. Learners who have similar needs and similar capabilities to learn the material.
2. Learners who are highly motivated to learn but short of time.
1. Lectures are efficient in terms of time, facilities needed in case of face-to-face teaching, and Elluminate/UStream/AdobeConnect needed in case of virtual teaching, and the number of participants who can be trained or taught at one time.
2. The lecturer retains control over the learning content.
3. This technique may be more acceptable than others are to participants who are accustomed to a traditional teaching-learning situation.
4. Lectures can easily be varied to suit learners’ needs and can be used with almost any other teaching or training techniques.
1. Participants usually have no opportunity to make comments, ask questions, or otherwise show that they understand the material presented.
2. The lecturer must be qualified both as a subject-matter expert and as a speaker.
3. Long lectures (over 40 minutes) may not be readily learned or remembered. Lecturettes are shorter and can be highly effective.
4. Listeners (learners) might not make the transfer from intellectual understanding to practical application.
Reference: Adapted from Managerial and Supervisory Training Techniques and Methods 1977, written based on the Request of the Interagency Advisory Group Committee on Development and Training.