Argues that purposeful lectures enhance active learning in education, highlighting their importance in student achievement.
The “stand-and-deliver” lecture method has taken its share of criticism in the past couple of decades. The teacher as the “sage on the stage” is being replaced by facilitators, mentors, and coaches. Ideas such as active learning are used to make the classroom more student-centered and promises are being made that this will increase the achievement level of the students. In this paper I will argue that the lecture (even a noninteractive lecture) still serves a purpose in the overall educational experience of our students. Indeed, I will make the claim that a purposeful lecture is a crucial part of what is truly an active-learning experience.
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Don J. DeCoste (2004) studied this question.
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