A lecture taught is not a lesson learnt: The changing role of lecturing in higher education

Abstract

In this work, we attempt to understand why the lecture is the most predominant and often most well-liked teaching and learning activity (TLA), both in our two courses (FMIF10 Environmental systems analysis and sustainable development and FMAN45 Machine learning) and in higher education in general. We analyse the role of lecturing in a modern and historical context, and outline some common arguments for and against it. We build on previous insights from higher education research, specifically looking in two dimensions; students' engagement in learning (active vs. passive learning), and the social context in which learning takes place (individual vs. community). From this, we outline a two-dimensional map in which the TLAs in our two courses may be contrasted and compared. We find that lectures play a crucial role in creating a context for learning, forming a community of practice, but that lectures (in their traditional format) are also detrimental for student learning. We outline a series of suggestions in our respective courses where, in general, lectures keep their social role while much of the learning is outsourced to other TLAs, such as group work, tutorials, and guided self-study.