Lecture Teaching Strategy The lecture methodology, in educational instruction, is considered to be the backbone for transmission of knowledge in a variety of classroom settings (Bradshaw & Lowenstein, 2014). This method, is one of a variety of methods, to present information to an audience; it should engage students, with various learning styles, in a well-designed and interactive environment (Bradshaw & Lowenstein, 2014). The lecture is “an oral presentation bridging verbal communication with writing and newer media technologies to provide flexible, adaptable, robust, and contemporary methods to deliver content” (Billings & Halstead, 2016, p. 247). With a variety of teaching strategies available, each strategy has advantages and disadvantages.
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The study was conducted over five months at a medical college, included 77 students, and utilized non-probability sampling to select the study participants. The authors used a questionnaire to assess the students preferred teaching strategy. The teaching strategies the students were able to choose from included “one-way lecture, interactive lectures, small group discussion, student presentation in tutorials, problem based learning, demonstration on models and specimens, guest speakers and self-study” (p. 2). The questionnaire also included open-ended questions for students to provide suggestions and comments regarding their likes and dislikes of the teaching strategies. The results encompassed the teaching strategy in which the students felt they learned the best from; interactive lectures resulted at the top, followed by problem-based learning, and small group discussion. In regards to interactive lectures students commented on the positive features of this teaching style and those included examples such as brainstorming, interesting, variety of views, self-confidence booster, and student participation. The study concluded that students do not prefer one-way lectures, but instead prefer interactive lectures. Lectures can continue to be an integral part of the transmission of …show more content…
This article was developed from a research of the current literature. The authors recognize the most common teaching methods being used today include lecture style, group discussions, student written reports, clinical experiences, simulation, guest lecturers, mentoring and consultation, educational partnerships, and lived immersion/study abroad. The authors point out the issue surrounding cultural competency and how students that are graduating from baccalaureate programs do not feel that they are adequately prepared to work in a society with various cultures. The lecture style teaching method is considered to be traditional; students reported that they felt more comfortable in this type of structured environment because they are most familiar with this setting. The disadvantage to lecture that the authors pinpointed was that it is passive, and the students do not retain as much information as they should. In regards to guest lectures, the students indicated that they gained new insight to the material because the guest was an expertise in the field they were studying. This article concluded that positive outcomes are reported with cultural competency education no matter which educational method is being
The study was conducted over five months at a medical college, included 77 students, and utilized non-probability sampling to select the study participants. The authors used a questionnaire to assess the students preferred teaching strategy. The teaching strategies the students were able to choose from included “one-way lecture, interactive lectures, small group discussion, student presentation in tutorials, problem based learning, demonstration on models and specimens, guest speakers and self-study” (p. 2). The questionnaire also included open-ended questions for students to provide suggestions and comments regarding their likes and dislikes of the teaching strategies. The results encompassed the teaching strategy in which the students felt they learned the best from; interactive lectures resulted at the top, followed by problem-based learning, and small group discussion. In regards to interactive lectures students commented on the positive features of this teaching style and those included examples such as brainstorming, interesting, variety of views, self-confidence booster, and student participation. The study concluded that students do not prefer one-way lectures, but instead prefer interactive lectures. Lectures can continue to be an integral part of the transmission of …show more content…
This article was developed from a research of the current literature. The authors recognize the most common teaching methods being used today include lecture style, group discussions, student written reports, clinical experiences, simulation, guest lecturers, mentoring and consultation, educational partnerships, and lived immersion/study abroad. The authors point out the issue surrounding cultural competency and how students that are graduating from baccalaureate programs do not feel that they are adequately prepared to work in a society with various cultures. The lecture style teaching method is considered to be traditional; students reported that they felt more comfortable in this type of structured environment because they are most familiar with this setting. The disadvantage to lecture that the authors pinpointed was that it is passive, and the students do not retain as much information as they should. In regards to guest lectures, the students indicated that they gained new insight to the material because the guest was an expertise in the field they were studying. This article concluded that positive outcomes are reported with cultural competency education no matter which educational method is being