Evaluating Active Lecture and Traditional Lecture in Higher Education
Evaluating Active Lecture and Traditional Lecture in Higher Education
Kathleen Klein; Jennifer Calabrese, OTD; Adam Aguiar, Ph.D.; Sunny Mathew, Ph.D.; Kimoni Ajani, Ph.D.; Rania Almajid, Ph.D.; and Jennifer Aarons, Ed.D.
Abstract
The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.
Keywords: active lecture, traditional lecture, active learning, student engagement
Introduction
Lecture, as a teaching method, remains one of the most common and enduring course delivery methods in higher education (Deslauriers et al., 2011; Henderson & Dancy, 2007; Sadeghi et al., 2014; Schmidt et al., 2015; Stains et al., 2018). Active lecture is a teaching method based on a student-centered approach that encourages student engagement, interaction, and participation during lectures. Traditional lecture is a passive approach where students listen without active engagement or significant participation. In higher education, the use of active lecture has numerous benefits compared to traditional lecture (Freeman et al., 2014; Kay et al., 2019; McCullough & Munro, 2018; Murphy et al., 2021).
One major advantage of active lecture is increased student engagement and participation (Bradford et al., 2016; Bidadi et al., 2016). With active involvement in the learning process, students are more likely to experience increased understanding and retention of course content. Active lectures encourage students to think critically, ask questions, and participate in discussions in a manner that more fully engages students with the subject matter (Chi & Wylie, 2014; Connell et al., 2016; Freeman et al., 2014; Silva et al., 2022; Yarmohammadi et al., 2023). Active lecture also promotes the development of important skills such as teamwork, communication, and problem-solving (Farashahi & Tajeddin, 2018; Knight & Wood, 2005). Group activities and discussions may be incorporated into active lectures, providing students the opportunity to work together and develop communication skills. Another b