Lecture instruction: Alive and not so well

You’ve heard about the revolution in STEM teaching? About how professors are retooling their courses to focus on active learning? About how the flipped classroom has made the traditional lecture obsolete?

It turns out that the revolution hasn’t quite taken place, at least broadly, in higher education.

A new analysis (summary available here) of more than 2,000 classes in science, mathematics and technology, at a range of colleges and universities in the United States and Canada, has found that the lecture remains dominant — in 55 percent of the classrooms, class time was spent on “conventional lecturing.”

Another 27 percent of classes were based on lecturing but also had some interactivity, such as students answering multiple-choice questions during class via clickers.

[ Read the original article at Inside Higher Ed. ]

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