LECTURE AS AN INSTRUCTIONAL

METHODMaryRuth L. Nich, RN, ADN

Wilmington University

LECTURE, DEFINED “The oldest, most commonly used, and

most traditional instructional method by which the teacher verbally transmits information in a highly structured format directly to a group of learners”

(Bastable, 2008, p. 629)

LECTURE, ORIGINS traced back to Greek society and Plato's

Academy, where oratory was the principal mode of mass communication

In medieval Europe, often only one manuscript of any work was available - lecture was the way to share the knowledge stored in these manuscripts with students

(Bland, Saunders, and Kreps Frisch, 2007)

LECTURE, DESCRIPTION Provides foundational background

information Summarizes data and current research Highly instructor-centered, but if well-

organized and delivered effectively, it can be extremely useful

Lecturer’s expertise important in providing information not available elsewhere

3 PARTS OF A LECTURE Introduction – purpose is to engage

learners’ attention and present learning objectives

Body – delivery of content; this part may be supplemented with other methods to enhance the learning experience

Conclusion – review of major concepts; appropriate time for question/answer session

LEARNING DOMAIN Useful mainly for the cognitive learning

domain“learning in this domain involves the

acquisition of information and addresses the development of the learner’s intellectual abilities, mental capacities, understanding, and thinking processes”

(Bastable, 2008, p. 394)

COGNITIVE LEARNING THEORY Information-Processing Perspective

Emphasizes thinking processes (how information is incorporated and retrieved) – 4 stages:I. paying attention to environmental stimuliII. sensory processing of information (visual, auditory, or

motor manipulation)III. information is encoded into short-term memory

Information is then forgotten, or stored in long-term memory by such methods as imagery, association, rehearsal, or breaking into units

IV. learner makes action or response that based on how information was processed and stored

(Bastable, 2008)

USES OF LECTURE AS A TEACHING METHOD Healthcare education – professional

standards, anatomy/physiology, pathology, pharmacology

On-the-job training/updates In nursing - BLS/ACLS, new medications or

equipment, RNC certification review courses New employee orientation Outpatient education

Expectant parent preparation, healthy lifestyles classes, living with chronic illnesses

APPROPRIATE SETTINGS College/University lecture hall Classroom Online Professional conference Continuing education seminar Businesses/organizations

LECTURE - ADVANTAGES Highly adaptable

active instructional methods may be incorporated into the lecture based on instructor skill level, lecture content, and learner needs

Able to target large groups of learners Effective technique for the cognitive

learning domain Cost effective and efficient – can

transmit large amounts of information to many learners in a relatively short time

(van Dijk, van den Berg, and van Keulen, 1999)

LECTURE - LIMITATIONS Not individualized to different learners

backgrounds, prior education, learning styles/needs, cognitive abilities

The instructor is usually the only active participant; learners are largely passive

Not typically effective for psychomotor or affective domains of learning

Quality of lecture is highly susceptible to skill of lecturer

(Bland et al, 2007)

ADAPTABILITY OF LECTURE Easy to add audiovisual aids

PowerPoint slides, videos, slides, numerical charts/graphs, images

Handouts or outlines to emphasize important concepts

Discussions, question/answer session, or “Fill-in-the-blank” lecture notes may encourage active learning

May be used as a prelude to other methods, such as gaming, simulation, demonstration, role-playing, or group discussion

May adapt for online/distance format lecture (Bastable, 2008, and DiBattista, 2005)

LECTURE EFFECTIVENESS Outcomes are greatly improved when

instructor develops a rapport with studentsteacher immediacy – “extent to which

teachers reduce the psychological distance between themselves and their students” (Bland et al, 2007, p. 12) Use of gestures, smiles, anecdotes, humor

Other strategies to improve lecture quality:Slower speaking, frequent pauses, varying

vocal tone, making eye contact (Puttee and Mezzina, 2008)

EVALUATION Formative – make adjustments as

neededDifficult in traditional lecture, but lecturer

should observe learners’ body language to determine attention; also evaluate environment (temperature, noise)

Content – evaluate the specific learning experienceMay be incorporated by using discussion,

games, or question/answer session post-lecture

Summative – determines outcome of teachingFinal exams, writing assignments, licensure

exams

REFERENCES Bastable, S.B. (2008). Nurse as educator: Principles of

teaching and learning. 3rd Ed. Boston: Jones & Bartlett.

Bland, M., Saunders, G., and Kreps Frisch, J. (2007). In defense of the lecture. Journal of college science teaching, 37(2), 10-13.

DiBattista, D. (2005). Fill-in-the-blank lecture notes: Advantages. Teaching professor, 19(8), 1-5.

Puttee, C.M., and Mezzina, K.E. (2008). In defense of the lecture: Strategies to assist in active learning

experiences in accounting units. e-Journal of business education and scholarship of teaching, 2(2), 28-38.

van Dijk, L.A., van den Berg, G.C., and van Keulen, H. (1999). Using active instructional methods in lectures: A matter of skills and preference. Innovations in education and training international, 36(4), 260-272.