Lectures
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1. The purpose of a lecture
The purpose of the lecture is to communicate effectively key concepts, information and viewpoints to students to motivate their interest and understanding. Many lecturers see the lecture as a place to provide students with an overview of the subject and a framework in which to structure and organise their thoughts and their private study. Lecturers select and organise material so that it is accessible to the level and ability of their students. They then seek to explain it clearly using a range of audio and visual learning aids.
Lectures are commonly used in the majority of university courses and are timetabled to last one, or sometimes two hours. Lectures, depending on the discipline, will be attended by large numbers of students, as many as 400-500 students in some schools, but more usually 100-150 students in most subjects.
In style the lecturer is aiming to be relaxed but professional, enthusiastic but organised and assured and yet approachable. Maintaining eye contact, modulating one's voice and avoiding reading from scripts or slides is important.
2. Advantages
Aspects of a good lecture include:
- Unpublished or not readily available material can be communicated.
- The aims, outcomes and, structure are clear.
- The pace varies but is appropriate to the group.
- Stimulates interest in a subject.
- Text or source material is explained and clarified.
- Suits students' learning preferences.
- Complex or difficult concepts and theories are clearly explained and made accessible.
- A conscious effort is made to get feedback from students - e.g. how are they understanding, what are their problems etc.
- Is efficient and cost-effective - the lecturer can present lots of information to lots of students in a short amount of time.
3. Disadvantages
Aspects of a 'bad' lecture include:
- Encourages students to be passive learners and supports rote learning.
- Doesn't suit all learning styles (e.g. active learners).
- Allows students' attention to wander.
- Communication is one-way only.
- Reflect only the views and biases of the lecturer and does not give other perspectives and views.
4. Hints, tips and suggestions
It is important to have clear aims and learning goals for each lecture and to communicate these to your students. Plan carefully and limit the amount of content that you try to present. Most lecturers like to use a range of visual aids and the use of PowerPoint is common in many disciplines. Lecturers are increasingly being encouraged to think how they can add variety to their lectures to help students engage and learn effectively. Some might intersperse their delivery by asking their students questions, giving short demonstrations or setting their students learning tasks to be undertaken individually or in pairs.
Lectures are commonly supported by the provision of ‘handout notes' and/or learning materials provided via a virtual learning environment (VLE) such as Blackboard or WebCT. Recent Disability legislation in the UK has led many to provide detailed notes for students ahead of the lecture - which enables students with impairments, such as dyslexia, to access and orientate themselves to the lecture content before coming to class.
Occasionally students may be discourteous and arrive late, use mobile phones or chat in the lecture. It is important to make it clear to students that such behaviour is unacceptable and respond according to the behaviour policy of your school or department.
To develop lecturing skills teachers are encouraged to take part in peer review processes in which a trusted colleague may observe a lecture and give supportive feedback to the lecturer. Other evaluative methods are commonly also used too, such as the gathering of student feedback questionnaires at the end of the module or course or videoing lectures to privately review and monitor effectiveness.
5. Further information
Andresen, L., 1994. Lecturing to Large Groups. SEDA Paper 81, Birmingham: Staff and Educational Development Association.
Bligh, D., 1998. What's the Use of Lectures? 2nd edition, Exeter: Intellect Press.
Exley, K and Dennick, R., 2004. Giving a Lecture: from presenting to teaching. Key Guides for Effective Teaching In Higher Education, Routledge Press.
Institute for Interactive Media and Learning at the University of Technology Sydney
Teaching Support Centre, the University of Western Ontario
Teaching and Educational Development Institute, the University of Queensland, Australia