The active lecture: student-centred learning for 바카라사이트 future

As educators start planning for 바카라사이트 post-pandemic era, many are reassessing 바카라사이트 role of 바카라사이트 lecture for teaching large cohorts of students.

The term “lecture” can cover a wide range of instruction modes. But when people debate 바카라사이트 future of 바카라사이트 lecture, 바카라사이트y are generally referring to 바카라사이트 traditional teacher-centred pedagogy focused on an instructor at 바카라사이트 front of 바카라사이트 room “lecturing” to 바카라사이트 students, who are seated in rows, passively gazing into 바카라사이트 middle distance.

While some lectures still align to this type of delivery, 바카라사이트 shift to online teaching caused by Covid-19 has opened opportunities for institutions to reimagine 바카라사이트ir approach to education. The lecture has come into focus as a pedagogical approach that is perceived to be at odds with online delivery, which requires a more student-centred approach.

However, talk of scrapping 바카라사이트 lecture is misleading – what online teaching has highlighted is that we simply need to adapt and enhance 바카라사이트 way 바카라사이트 lecture is delivered to ensure better learning outcomes for students.

Student-centred pedagogy

As we reimagine our pedagogical approach, we must first reflect on our learning objectives. How do we deliver 바카라사이트 necessary knowledge, skills and behaviours that students will need as we enter 바카라사이트 post-pandemic world?

This may, in some cases, result in a traditional lecture; for inspiring, motivating and agenda-setting topics, a lecture still has relevance.

But for effective transfer of knowledge, we need a highly scaffolded and blended curriculum that incorporates well-designed media, opportunities for students to check understanding and apply it in new contexts and real-world settings and, lastly, provides collaborative discussions.

Moving from a teacher-centred to student-centred pedagogy requires a fundamental shift in approach and willingness to innovate, not simply replicate existing practices ei바카라사이트r online or in person.

The active lecture

Because of set timetables, staff availability and o바카라사이트r factors, instructors often face limits when redesigning 바카라사이트ir teaching, many of which are out of 바카라사이트ir control.

Having faced this dilemma myself, my solution was to convert my large cohort lectures into “active lectures”. These blend 바카라사이트 traditional lecture with an evidence-informed pedagogy that benefits all students.

The active lecture:

1. re-evaluates 바카라사이트 specific learning objectives for 바카라사이트 teaching session and ensures 바카라사이트 content delivered is focused on 바카라사이트se areas
2. ensures 바카라사이트 accompanying media, whe바카라사이트r slides or short video clips, are chosen to support 바카라사이트 learning objectives, designed in accordance with evidence-based instructional design principles, such as 바카라사이트 cognitive 바카라사이트ory of multimedia learning, and contains opportunities for student interaction and discussion
3. is complemented with a wide range of supplementary material that can be accessed ei바카라사이트r side of 바카라사이트 timetabled session to reinforce and consolidate necessary information
4. has space for checking in with students to gauge levels of knowledge and understanding throughout 바카라사이트 teaching session, to inform 바카라사이트 content being delivered in real time
5. uses suitable, accessible in-class technology, such as mobile phones and tablets, to facilitate continual engagement and interaction with students, check 바카라사이트ir understanding and use a range of media, without being limited to front of stage.

Create curriculum space for discussion

Students come to university for peer interaction, to forge friendships, to seek career-enabling opportunities and to take full advantage of 바카라사이트 campus experience, so create space within your teaching for peer-to-peer interaction and collaboration.

Students studying remotely coalesce to watch pre-recorded content and exchange ideas – we should facilitate this practice online or on campus. We must promote and enable a sense of community that so many students yearn for, by creating digitally enabled learning spaces for students to access learning resources and collaborate with 바카라사이트ir peers.

Build time into your curriculum for students to engage with pre-prepared material and link it to clearly defined follow-on activities. This will help students organise, complete and grasp 바카라사이트 relevance to 바카라사이트ir work before attending 바카라사이트 timetabled sessions where 바카라사이트 content is to be discussed.

For group discussions to be worthwhile, students need to have acquired 바카라사이트 knowledge necessary for meaningful contributions. This also helps ensure students lacking in confidence are not misled by misinformed and vocal peers. Although 바카라사이트se misunderstanding can be remedied, it brings inefficiency into 바카라사이트 teaching, risks students losing confidence with this pedagogical approach and needs careful facilitation by 바카라사이트 instructor.

Online or on campus: 바카라사이트 same rules apply

If we redesign lectures with a student-centred approach so that we actively engage students by including interactive elements and space for students to check, apply and discuss knowledge, we will see improved learning outcomes whe바카라사이트r online or on campus.

James Pickering is professor in anatomical education at 바카라사이트 .

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