What The Research Says About Teaching and Learning In The College Classroom

[ Cooperative Methods ] [ Instructional Methods II ]

INSTRUCTIONAL METHODS: LECTURE (PART ONE OF TWO)

A great deal of college teaching is extremely traditional. relying on a didactic model of instruction in which students are seen as "empty vessels" or "blank slates" to be filled up with knowledge (Fox. 1983). While this is not the only method, the predominance of the lecture method is not only conventional wisdom but has been confirmed by a number of empirical surveys of college teaching methods, Trani (1979) In addition to being the most popular method among faculty, the lecture is also preferred by some students (Knapper & Cropley, 1991), especially those who tend to be more introverted (McKeachie, 1986)

A large number of studies have compared the effectiveness of lectures with other teaching methods. The research shows that when measures of knowledge are used. the lecture proves to be as efficient as other methods. However, in those experiments involving measures of retention of information after the end of a course, measures of transfer of knowledge to new situations, or measures of problem solving (Kulik & Kulik, (1979), McKeachie, et al, (1986,1988) and thinking Smith (1977, 1980) or in attitude and motivation for further learning (Costin, 1972; Johnson, Johnson & Smith. 1991) the results tend to show difference favoring discussion methods over lecture, Johnson, Johnson & Smith (1991).

Johnson, Johnson & Smith reported that lectures that keep students more actively engaged intellectually are those that have focused discussions before and after the lecture (i.e. bookends) and that intersperse pair discussions throughout the lecture. They caution, however. that when using these informal learning groups the instructor must make the instructions and task explicit and precise and that he or she require that the groups produce a specific product (such as a written answer} (1991). Additional recent research has shown thatthe use of humor while lecturing enhances memory, as long as it is used to illustrate important concepts and not incidental or peripheral material (Schmidt, 1994).

Blight (1972) reviewed close to 100 studies of college teaching that were conducted over 50 years. He found that students who participated in active discussions of their ideas with classmates had fewer irrelevant or distracting thoughts and spent more time synthesizing and integrating concepts than students who listened to lectures. Blight concluded that during discussion students tended to be more attentive. active. and thoughtful than during lectures.

For example, didactic. passive instruction is largely ineffective if the learning objective involves mastery of a physical or cognitive skill (such as problem-solving or playing tennis). Practice and feedback are essential for learning and improvement take place, (Wright. 1995). Kulik and Kulik (1979) concluded from a review of research on college teaching that student discussion groups were more effective than lectures in promoting students' problem-solving abilities.

Common criticisms of the lecture method are that:

• the organization of material is often confused and not made explicit to students:
• no account is taken of differences in prior knowledge or learning abilities:
• too much material is present for comprehension; and
• not enough attention is paid to the outcomes sought from the lesson (Wright, 1995).

This information is summarized from research done by Wilbert J. McKeachie, and others, on instructional methods. Prepared in cooperation with Or. Preston Feden and the Teaching Learning center by Judy S. Allison, Graduate Assistant.

References for Lecture (Part One)

Bligh, D. (1972). What’s the use of lectures, Harmondsworth, England:
	Penguin.

Costin, F. (January 1972). Lecturing versus other methods of teaching: A review of 
	research. British Journal of Educational Technology 3(1), 4-30.

Fox, D. (1983). Personal theories of teaching. Studies in Higher Education. 8,
	151-163.

**Johnson, D.W., Johnson, R., & Smith, K. (1991). Active learning: Cooperation in 
	the College Classroom Edina, Minnesota: Interaction Book Company.

Knapper, C. K., & Cropley1 A. J. (1991) Lifelong learning and higher education 
	(2nd ed.). London: UK: Kogan Page.

Kulik, J., & Kulik, C. L. (1979). College teaching. In P.L. Peterson & H.J. 
	Walberg (Eds.), Research on teaching: Concepts. findings and implications. 
	Berkeley, California: Mccutcheon.

**McKeachie, W., Pintrich, P., Yi-Guang, L., & Smith, D. (1986). Teaching and 
	learning in the college classroom: A review of the research literature. 
	Ann Arbor, Michigan: The Regents of the University of Michigan.

McKeachie, W. (1988). Teaching thinking. Update(1), 1.

**Schmidt, S.R. (1994). Effects of humor on sentence memory. Journal of 
	Experimental Psychology: Learning. Memory and Cognition. 20(4). 953-967.

Trani, E. P. (1979). Final report on the project: Helping students become more 
	sophisticated consumers of their own education. Unpublished manuscript, 
	University of Nebraska, Lincoln.

W. A. (1995). Teaching improvement practices. Bolton: Massachusetts: Anker 
	Publishing Company, Inc.

**these sources are available in the Teaching Learning Center, Olney Hall, Room 99
Call x.1687 or e-mail TLC@lasalle.edu to request materials for delivery to your office.

http://www.lasalle.edu/services/tlc/tlc_rsch2.htm

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