Gregory, J. L. (2013). Lecture is not a Dirty Word, How to Use Active Lecture to Increase Student Engagement. International Journal of Higher Education, 2(4), p116. https://doi.org/10.5430/ijhe.v2n4p116
Lecture Is Not a Dirty Word: How to Use Active Lecture to Increase Student Engagement
Lectures have long been a popular way to present information in colleges and universities. When done well, lectures can efficiently deliver large amounts of content to many students. However, some lectures fail to spark student interest, leading both students and instructors to become disengaged. This has led to debates about whether the lecture format should be abandoned in favor of other methods. In reality, lectures themselves are not the problem; rather, it is how they are used that often determines their effectiveness.
A traditional lecture often involves an instructor speaking while students take notes without much thought or interaction. This style is sometimes called “passive lecture” because students do not actively participate in their own learning during class. Although many college instructors rely on this method, it may not always meet the needs of students who learn best through discussion, hands-on activities, or other forms of active engagement. Some students may also become bored or frustrated if they are expected simply to listen and record information for the entire class period.
Active learning is a teaching approach that places responsibility for learning on the students themselves. Instead of passively receiving information, students are encouraged to talk, listen, write, read, and reflect. This helps them think about the connections among ideas, solve problems in real time, and deepen their understanding of the content. When students are involved in their own learning, they often experience a greater sense of curiosity and motivation, which can lead to better outcomes in class.
An “active lecture” combines the strengths of traditional lecturing—such as delivering important facts and ideas in an organized way—with techniques that keep students involved. Active lectures often include:
Pre-class Preparation: Instructors may share lecture notes or guided reading questions before the class period. This allows students to become familiar with the material beforehand, making them more ready to engage in deeper discussions during the lecture.
Interactive Components: Periodic pauses for student questions, small-group discussions, or brief writing exercises can help break up the lecture and prompt thinking.
Use of Technology: Clicker systems or online polling tools can encourage real-time engagement, although care must be taken to prevent cheating and keep questions relevant.
Prompt Feedback: Instructors can ask students to reflect on what they have learned or to solve short problems mid-lecture. This helps the instructor gauge understanding and give immediate feedback.
By blending delivery of content with active participation, instructors can address different learning styles and provide an environment where students are less likely to become disengaged.
Many students arrive at college with various learning preferences or a desire for quick rewards like high grades. Some may resist lectures if they feel the format does not match their personal learning style. Others may show less interest in exploring material in depth if their focus is on scoring well on tests rather than truly understanding the content.
Another challenge for instructors is balancing the need to cover course material with the time it takes to engage students actively. An instructor must carefully plan each class, ensuring that activities align with key concepts and do not overshadow the essential facts that students need to master.
Lectures are not by definition outdated or unhelpful. They can be highly effective for delivering key information quickly and clearly. The key is to move beyond the purely passive model and adopt strategies that keep students engaged. By asking students to analyze, reflect, and discuss the material, instructors can transform lectures into active learning experiences. With thoughtful planning, active lectures can maintain the best elements of traditional lectures while promoting a higher level of student interest and achievement.