“A lecture (from the French lecture, meaning reading) is an oral presentation intended to present information or teach people about a particular subject” is how the Wikipedia page on the Lecture begins. The format, so common in Higher Education (and dating potentially to the mid 14th century) tends to bring with it strong emotion, often negative. It doesn’t and shouldn’t be this way. We need to move “beyond the polarised perspectives that characterise recent debates on the subject, [and consider] both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning” (French and Kennedy, 2017).
Angelo, T.A. and Cross, K.P., (1993) Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
French, S & Kennedy, G (2017) Reassessing the value of university
lectures, Teaching in Higher Education, 22:6, 639-654, https://www.tandfonline.com/doi/pdf/10.1080/13562517.2016.1273213
Race, P., (2014) The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Routledge.
Roberts, D., (2015) Higher education lectures: From passive to active learning via imagery?. Active Learning in Higher Education, https://journals.sagepub.com/doi/pdf/10.1177/1469787417731198
Yazedjian, A & Kolkhorst, B (2007) Implementing Small Group Activities in Large Lecture Classes, College Teaching, 55:4, 164-169, https://www.tandfonline.com/doi/pdf/10.3200/CTCH.55.4.164-169
Twitter Thread In Defence of the lecture