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

[ Cooperative Methods ] [ Instructional Methods I ]

INSTRUCTIONAL METHODS: LECTURE (PART TWO OF TWO) For what purposes is the lecture method appropriate? From the research directly evaluating lecturing, it is appropriate when the purpose is to: (1) Disseminate information; (2) Present material that is not available elsewhere; (3) Expose students to content in a brief time that might take them much longer to locate on their own; (4) Arouse students' interest in the subject, and (5) Teach students who are primarily auditory learners, (B ligh, 1972; Eble, 1983; Johnson, Johnson & Smith (1991); and Mckeachie, (1967).

For what purposes is the lecture method inappropriate? (1) When material is complex, detailed or abstract; (2) when students need to analyze, synthesize, or integrate the knowledge being studied; or (3) when long-term retention is desired, (Johnson, Johnson & Smith, 1991).

Research has found a number of problems with lecturing:

• (Students' attention to what the instructor is saving decreases as the lecture proceeds. A typical pattern develops in students attending lectures: five minutes for settling in; five to ten minutes of readily assimilating material; confusion and/or boredom with assimilation for remainder of lecture; and finally, a rebound of attention towards the end of the lecture (Penner, 1984).
• (It takes an educated, intelligent Person oriented toward auditory learning to benefit from listening to lectures (Verner & Dickinson, 1967). When you lecture you assume that all students learn auditorially, have high working memory capacity, have all the required prior knowledge, have good note taking strategies and skills, and are not susceptible to information processing overload, (Johnson, Johnson & Smith, 1991).
• (It tends to promote only lower-level learning of factual information (Bligh 1972, Mckeachie and Kulik, 1975; Kulik and Kulik, 1984). Lectures and discussions did not differ significantly on lower-level learning (e.g. facts and principles), but discussion appeared superior in developing higher-level problem-solving capabilities and positive attitudes toward the course (Costin, 1972). They found lecture to be superior to discussion for promoting factual learning, but discussion was found to be superior to lecture for promoting higher-level reasoning, positive attitudes, and motivation to learn, Johnson, Johnson & Smith (1991).
• (It is based on the assumptions that all students need the same information. presented orally. 'resented at the same pace, without dialogue with the presenter. and In an impersonal way, Johnson, Johnson & Smith (1991). In addition, large numbers of classmates inhibit question asking. Research done by Stones in 1970 found that 60 percent of 1000 students surveyed stated that the presence of a large number of classmates would deter them from asking questions, even if encouraged to do so.
• (Most students tend not to like lecturestin's (1972} review of literature indicates that students like the course and subject area better when they learn In discussion groups than when they learn by listening to lectures, However, more recent research indicates that lecture is preferred by many students (Knapper & Cropley, 1991). While 38% of students prefer lecture, the remaining 62% prefer other alternative cooperative methods, Grasha (1994); MoKeachie (1986).
• Other obstacles: preoccupation with other classes or events earlier in day; emotional moods that block learning and cognitive processing (e.g. frustration with lack of understanding in course); disinterest by students who go to sleep or turn on recorders; feelings of isolation and alienation that contributes to feelings that no one cares about the student or their academic progress; and entertaining lectures that misrepresent the complexity of material being presented (Johnson, Johnson & Smith, 1991)

Alternative teaching strategies have to be interwoven with lecturing if the lecture method is to be effective. Lectures can be made cooperative. Informal cooperative learning groups is one way to Interweave lecturing with a more active approach to learning, Johnson, Johnson & Smith (1991).

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

References for Lecture (Part Two)

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. 

Eble, K. (1983). The aims of college teaching. San Francisco: Jossey-Sass.

Grasha, A. F. (1994). A matter of style: The teacher as expert, formal 
authority, personal model, facilitator, and delegator. College Teaching. 
42, 142-149.

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

Knapper, C. K., & Cropley, A. J. (1991). Lifelong learning and higher 
education (2 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. Kulik, J. & Kulik, C. L. (1984). Effects of accelerated 
instruction on students. Review of Educational Research. 54, 409425.

McKeachie, W. J. (1967). Research in teaching: The gap between theory 
and practice. In C. Lee (Ed.), Improving college teaching (pp 211-239). 
Washington, D.C.: American Council of Education.

McKeachie, W. & Kulik, J. (1975). Effective college training. In F. 
Kerlinger (Ed.), Review of Research in Education. Itasca, IL: Peacock.

McKeachie, W., Pintrich, P., Yi-Guang, L., & Smith, D. (1988). 
Teaching and learning in the college classroom: A review of the research 
literature. Ann Arbor, Michigan: The Regents of the University of Michigan.

Penner, J. (1984). Why many college teachers cannot lecture. Springfield, 
Illinois: Charles C. Thomas.

Stones, E. (1970). Students' attitudes to the size of teaching groups. 
Educational Review'. 21(2), 9&1OS.

Vemer, C., & Dickinson, G. (1967). The lecture: an analysis and review of 
research. Adult Education. 17, 98-108.

Wright, 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/tlcrsch3.htm

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