Use of Teaching Methods within the Lecture Format
Jennifer Butler
Abstract
A survey was carried out at Dorset House School of Occupational Therapy, Oxford, into the perceived effectiveness of different teaching methods used within the lecture format in the Human Biology Courses for Year 1 and Year 2. Results showed that the traditional, didactic lecture was perceived by the students as the least effective method used, yet by involving the students actively within the lecture time the format was enhanced and was regarded as a more effective teaching/learning tool. Experiential tasks and learning packages used within the lecture format were also perceived by the students as effective. Some trends were noted relating to the age of students and the different perceptions of effectiveness of teaching methods. The implication of these results on the planning and financing of courses is discussed.
Keywords
Annotation
This article expands on the research that suggests the traditional lecture format is least effective for generating active thinking on college students. Three general themes emerged for this study as to how the lecture format can still be effective in teaching and learning, (1) “setting clear objectives for each lecture and seminar session with some references, given in handout form to the students at the start of their course,” (2) “Have a break, of ‘quiet time’ in the middle of the lecture to enable students to go over, think about, or make additional notes on the material covered thus far,” (3) “Asking students, at the end of the lecture to identify the ‘Three Main Points’ which they have learned/understood from the lecture material. Then comparison of their main points with those of the lecturer and highlighting any discrepancy between the two.” Ultimately, the author argues that the traditional lecture format is here to stay and with a few minor adjustments can be greatly improved.
APA Citation
Butler, J.A. (1992). Use of teaching methods within the lecture format. Medical Teacher, 14, 11-25.
About the Study
| Links to Article | http://www.tandfonline.com/doi/abs/10.3109/01421599209044010 https://doi.org/10.3109/01421599209044010 |
| Mode | |
| Publication Type | Journal Article |
| In Publication | Medical Teacher |
| Type of Research | Mixed methods |
| Research Design | Survey research (qualitative or quantitative) |
| Intervention/Areas of Study | Course and program evaluation, Efficacy or mode comparison, Engagement |
| Level of Analysis | Student-level |
| Specific Populations Examined | First-year students |
| Peer-Reviewed | Unknown |
| Specific Institutional Characteristics of Interest | |
| Specific Course or Program Characteristics | Natural sciences |
| Outcome Variables of Interest | Instructional effectiveness |
| Student Sample Size | 100-199 |
| Citing Articles | https://scholar.google.com/scholar?cites=2476207089553284200&as_sdt=5,50&sciodt=0,50&hl=en |
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