Learning through lectures

Student research suggests that an entertaining lecture is not necessarily good teaching. Despite being entertained, students may not have learnt anything. Deep approaches to learning are more likely to be enhanced through a combination in the lecturer of explanatory skills and certain communicative qualities. These qualities include the lecturer's ability to interact with students in ways which encourage involvement, commitment and interest (Bliss & Ogborn, 1977). Other important factors include the lecturer's ability to act from a student-centred position, to respect students and to provide individual guidance (Ramsden, 1988).

Hodgson (1984) explored the teacher-student relationship in lectures further and identified 'the intrinsic experience of relevance' as one way in which a student can engage meaningfully with the content of lectures. A lecturer who demonstrates personal commitment to the subject matter and who provides vivid examples is more likely to promote this intrinsic experience of relevance in the student. In this way the content is seen by the student as having relevance to the real world. It is as if the lecturer is able to help the student experience the meaning and relevance of the subject matter vicariously.

• Bliss, J. & Ogborn, J. (1977). Students' Reaction to Undergraduate Science. London: Heinemann.
• Hodgson, V.E. (1984). Learning from Lectures. In F. Marton et al. (Eds.) The Experience of Learning. Edinburgh: Scottish Academic Press.
• Ramsden, P. (1988). Context and Strategy: Situational differences in learning. In R.R. Schmeck (Ed.), Learning Strategies and Learning Styles. New York: Plenum.

Previously published in
Issues of Teaching and Learning. Vol 1 No 5 September 1995