Lecture as an Instructional Method

1. Lecture as an Instructional Method MaryRuth L. Nich, RN, ADN Wilmington University

2. 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)

3. 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)

4. 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

5. 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

6. 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)

7. Cognitive Learning Theory • Information-Processing Perspective • Emphasizes thinking processes (how information is incorporated and retrieved) – 4 stages: • paying attention to environmental stimuli • sensory processing of information (visual, auditory, or motor manipulation) • 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 • learner makes action or response that based on how information was processed and stored • (Bastable, 2008)

8. 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

9. Appropriate Settings • College/University lecture hall • Classroom • Online • Professional conference • Continuing education seminar • Businesses/organizations

10. 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)

11. 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)

12. 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)

13. Lecture effectiveness • Outcomes are greatly improved when instructor develops a rapport with students • teacher 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)

14. Evaluation • Formative – make adjustments as needed • Difficult in traditional lecture, but lecturer should observe learners’ body language to determine attention; also evaluate environment (temperature, noise) • Content – evaluate the specific learning experience • May be incorporated by using discussion, games, or question/answer session post-lecture • Summative – determines outcome of teaching • Final exams, writing assignments, licensure exams

15. References • Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning. 3rdEd. 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.