C. Amire

Crawford University (NIGERIA)
Several approaches to teaching, such as problem-based learning, team-based learning and case method teachings are increasingly being adopted. However, the lecture format is still the most widely used approach to teaching, especially for a large class size. Nevertheless, traditional lectures or didactic lectures are considered ineffective in affecting learning outcomes of knowledge retention, student satisfaction, synthesis and elaboration of knowledge. Consequently, new strategies to transform didactic lectures into effective lectures, and to facilitate deeper learning are emerging due to recent advances in our understanding of the cognitive sciences on learning and memory. These advances can be applied to teaching to diverse learners and across different settings at higher educational level.

This study examined the effectiveness of Instructor-Learner Interaction in delivery system at higher education level. Two hundred and fifty undergraduate students studying Entrepreneurial development studies in 6 Departments from College of Business and Social Sciences and College of Natural and Applied Sciences, Crawford University, Ogun state, Nigeria were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated Instructor-Learner Interaction method as the best teaching method. The instructor-learner interaction builds in the component of a two-way communication in an effective lecture, which is meant to engage students in active learning. This encourages students to participate effectively in their learning in an efficient manner; the instructor’s questions are embedded in the students’ notes and at times given well in advance of the lecture. Likewise, the instructor solicits questions from students, in advance of the lectures, that are to be addressed in class. This is time saving and help students to listen attentively to lecture. This method develops creativity among students.