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In defence of the lecture

journal contribution
posted on 2015-01-01, 00:00 authored by Scott Webster
In response to the lecture format coming under ‘attack’ and
being replaced by online materials and smaller tutorials, this paper
attempts to offer not only a defence but also to assert that the potential
value of the lecture is difficult to replicate through other learning
formats. Some of the criticisms against lectures will be challenged, in
particular that they are monological and promote a banking concept to
learning. To make this argument, Freire’s ‘banking concept’ and
Vygotsky’s notion of ‘inner speech’ shall be referenced and it shall be
claimed that listening is a virtue. There is a review of some of the unique
features of lectures and it shall be argued that the sort of thinking,
appropriate for higher education, can be encouraged by the lecturer as
‘expert thinking aloud’, embodying what it means to know, to think and
to action one’s academic freedom as a curriculum worker.

History

Journal

Australian journal of teacher education

Volume

40

Issue

10

Pagination

88 - 105

Publisher

Edith Cowan University

Location

Perth, W. A.

ISSN

1835-517X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Edith Cowan University

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