"The overwhelming outcome of all this work is that there is no significant difference between lecturing and a host of other methods in their ability to enable students to learn factual material. Lectures are as effective as many other methods, but not more so. There are indications that lecturing is less effective, even for imparting information, than certain methods, notably unsupervised reading. (In fact unsupervised reading may have the edge over all face-to-face teaching methods for factual mastery)." (In case this sounds overly positive about lecturing, note that the author considers factual transfer to be lecturing's strongest feature)
It's only a broad review of what was considered fairly obvious research conclusions, he specifically says that he's not writing to present new evidence just to note that despite the evidence no change in behaviour has occurred, and as I say, it was written 30 years ago, but I'm not aware of anything more recent overturning these results.
It's not clear but I believe his source for this particular claim is the Bligh book which is cited explicitly elsewhere in the text, which summarizes hundreds of studies comparing the effectiveness of lecturing with other techniques in his book "What's the use of lectures".
(Amusing aside: The review snippet of Bligh's book on Google books is as follows: "A large portion of this book is dedicated to presenting research on why and how lectures fail. You really have to wade through a lot of material to get to any help in putting a lecture together". I think that neatly encapsulates the mental resistance to abandoning lectures by people who give them)
http://www.brookes.ac.uk/services/ocsld/resources/20reasons....
"The overwhelming outcome of all this work is that there is no significant difference between lecturing and a host of other methods in their ability to enable students to learn factual material. Lectures are as effective as many other methods, but not more so. There are indications that lecturing is less effective, even for imparting information, than certain methods, notably unsupervised reading. (In fact unsupervised reading may have the edge over all face-to-face teaching methods for factual mastery)." (In case this sounds overly positive about lecturing, note that the author considers factual transfer to be lecturing's strongest feature)
It's only a broad review of what was considered fairly obvious research conclusions, he specifically says that he's not writing to present new evidence just to note that despite the evidence no change in behaviour has occurred, and as I say, it was written 30 years ago, but I'm not aware of anything more recent overturning these results.
It's not clear but I believe his source for this particular claim is the Bligh book which is cited explicitly elsewhere in the text, which summarizes hundreds of studies comparing the effectiveness of lecturing with other techniques in his book "What's the use of lectures".
(Amusing aside: The review snippet of Bligh's book on Google books is as follows: "A large portion of this book is dedicated to presenting research on why and how lectures fail. You really have to wade through a lot of material to get to any help in putting a lecture together". I think that neatly encapsulates the mental resistance to abandoning lectures by people who give them)