Abstract
The COVID pivot to online and remote learning has changed higher education forever. Opportunities have been created to embed learning technologies in our educational practice. Prior to COVID, our lecture theatres were empty as student began replacing attendance with the lecture podcast. We are now on the precipice of resuming lectures or transitioning to active learning. In this time of great uncertainty one thing is certain, education must keep pace with disruption and change. “As the global, digital and societal upheavals we are experiencing continue, the lecture as the staple approach to University teaching should probably start to go the way of the once ubiquitous handwritten overhead transparency” (Devlin, 2020, p. 11). Research suggests video improves motivation, self-direction and enables the student to manage their cognitive load. Furthermore, video engages students by situating the learning within the students’ control to pause, rewind and fast forward (Noetel et al., 2021). Noetel et al. (2021) systematic review of video on learning in higher education, revealed improved learning outcomes with video and active learning strategies compared to lecture-based instruction. So why is the question of returning to lectures being asked? Point for debate/focus of the work-in-progress/topic for discussion. It is the great debate of Instructivists vs Constructivists. Numerous authors have pronounced the death of the lecture (Duncan, 2010; Sharma, 2013). But is there still a place for lectures? Intended outcome. To challenge the assumption that the lecture is superior to blended, active, hybrid learning modes.
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HERDSA 2022: Higher Education Research and Development Society of Australasia Annual Conference
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1
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Melbourne, VIC, Australia
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Higher Education Research and Development Society of Australasia
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Melbourne, VIC, Australia
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