What's the Use of Lectures?This work begins by arguing that lectures are most suitable for teaching information, not promoting thought or inspired changes in attitudes, and then goes on to detail factors affecting the learning of information. There is a consideration of the techniques of lecturing, including organization, how to make a point, use handouts, and obtain feedback. The text also moves beyond lecturing to discuss alternatives when they are appropriate. |
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I actually have the printed edition of this book, dated 1972. Owing to the critical reviews, I was tempted to open the book again. I'm glad I did
Table 8 shows a variety of teaching methods and their best use. Only a small set is focused on 'imparting information' . Other primary objectives include Empathy, Problem Solving, Manual skills, Attitude change, 'Critical' thinking, Observation, Vocational skills and so on.
I think that it is a grave disservice to this book to say that it is only about imparting information. It is about far more than that.
Although the book is old, a surprising large % of it is still highly relevant today.
Common terms and phrases
able students achieved activity Alison King answer Appendix to Table argument arousal attention attitudes audience behavior better blackboard buzz groups Chapter concept maps concepts Conclusion Cooperative learning course delayed test difficult effective evaluation evidence exam example experiments explanations factors facts feedback Figure Free recall give handouts horseshoe groups ideas important interaction judgement key points kind knowledge L-Demo learning lecture method lecture organization lecturer's Lectures are relatively Lectures versus less long-term memory Lv.D memory microsleeps minutes motivation non-verbal note-taking objectives observed opinions overhead projector particularly possible practice preparation presented principles questionnaire questions ratings reading reason recall reference rehearsal relevant requires retroactive interference scores sensory memory short-term memory skills speed stimulation style subject matter suggest task teacher teaching methods techniques topic transfer of learning Truth-Functional understanding usually visual words
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Page 15 - ... lectures are relatively ineffective for changing attitudes or fostering personal or social adjustment in students. From the point of view of our interest in promoting lifelong learning skills, Bligh's findings on what he calls 'the promotion of thought' are of particular significance. He comments (p 15) that: if students are to learn to think, they must be placed in situations where they have to do so... The best way to learn to solve problems is to be given problems that have to be solved......
Page 10 - That with the possible exception of programmed learning, the lecture is as effective as any other method for transmitting information...
Page 3 - ... What led me to the method was a dissatisfaction with the conventional lecture. Drawing on a variety of research studies Bligh convincingly demonstrates the limitations of the conventional lecture: 'Comparisons of the lecture method with other teaching methods . . . suggests that it ... cannot be used on its own to promote thought or to change and develop attitudes without variations in the usual lecture techniques
References to this book
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian No preview available - 2007 |
Action Research in Higher Education: Examples and Reflections Ortrun Zuber-Skerritt No preview available - 1992 |
Bibliographic information
| Title | What's the Use of Lectures? G - Reference,Information and Interdisciplinary Subjects Series Jossey-Bass higher and adult education series |
| Author | Donald A. Bligh |
| Edition | illustrated |
| Publisher | Intellect Books, 1998 |
| ISBN | 187151679X, 9781871516791 |
| Length | 316 pages |
| Subjects | › Psychology / General |
| Export Citation | BiBTeX EndNote RefMan |