About this paper

Appears in:
Pages: 7343-7349
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1728

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

UPDATING THE LECTURE FORMAT FOR 21ST CENTURY LEARNERS

C. Weiss

Clemson University (UNITED STATES)
The lecture has been the backbone for teaching for as long as teachers have stood in font of the classroom to teach. It is the method of learning most used in schools but it may not be the best method to transfer knowledge to 21st century students. Various studies have indicated students do not retain knowledge unless they are active participants in the learning process. The lecture method of instruction is based upon passive learning and not active learning where the students are purposely engaged in the learning process. Certainly lectures can include active learning components, but the passive nature of learning from a lecture does not help students retain knowledge as well as they would when they are actively engaged in learning the material.

For most educators the lecture is the tried and true method to teach the material. Most likely because that is the way teaching has been conducted in the past, and the time it would take to update curriculum to include a more active learning process may seem daunting. Unfortunately, it may be time for teachers to find the time to update their teaching practices if they truly want to reach today’s students.

Various methods of creating a more active learning environment have been researched and tested over the years. These include creating a flipped classroom in which the students review lecture material outside of the regular class time and then engage in more active learning during the face-to-face time with the teacher based upon what they learned outside the classroom. Another term to describe a flipped classroom is a hybrid classroom.

Peer instruction is another method to update lectures. Peer instruction uses teaching methods that encourage students to help each other learn the material. An example of peer instruction is the use of clickers to answer questions during a lecture. Students then help each other learn the material with the teacher acting as a guide.

Technology such as smartphones and learning management systems can also be used to engage students and create an active learning environment.

This paper will provide a review of various teaching methodologies that can be used to update the traditional lecture and create a more active learning environment for students. An historical timeline of the lecture and the other various teaching methods will also be included.
@InProceedings{WEISS2018UPD,
author = {Weiss, C.},
title = {UPDATING THE LECTURE FORMAT FOR 21ST CENTURY LEARNERS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1728},
url = {http://dx.doi.org/10.21125/inted.2018.1728},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {7343-7349}}
TY - CONF
AU - C. Weiss
TI - UPDATING THE LECTURE FORMAT FOR 21ST CENTURY LEARNERS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1728
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 7343
EP - 7349
ER -
C. Weiss (2018) UPDATING THE LECTURE FORMAT FOR 21ST CENTURY LEARNERS, INTED2018 Proceedings, pp. 7343-7349.
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