Evaluating the effectiveness of the lecture versus independent study

DaRosa, Debra A.; Kolm, Paul; Follmer, H; Pemberton, L. Beaty; Pearce, William H.; Leapman, Stephen B.

doi:10.1016/0149-7189(91)90048-l

Cited by 14 publications

(10 citation statements)

References 5 publications

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“…1. Fifty‐nine studies were included in the final analysis (medical students, 30 studies; residents, six studies; doctors, eight studies; nurses, six studies; other health professionals, nine studies) 10–68 . Study subjects included 8011 learners who studied a variety of topics.…”

Section: Resultsmentioning

confidence: 99%

The effectiveness of self-directed learning in health professions education: a systematic review

et al. 2010

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OBJECTIVES Given the continuous advances in the biomedical sciences, health care professionals need to develop the skills necessary for lifelong learning. Self-directed learning (SDL) is suggested as the methodology of choice in this context.Thepurposeof this systematicreviewisto determine the effectiveness of SDL in improving learning outcomes in health professionals. METHODSWe searched MEDLINE, EMBASE, ERIC and PsycINFO through to August 2009. Eligible studies were comparative and evaluated the effect of SDL interventions on learning outcomes in the domains of knowledge, skills and attitudes. Two reviewers working independently selected studies and extracted data. Standardised mean difference (SMD) and 95% confidence intervals (95% CIs) were estimated from each study and pooled using randomeffects meta-analysis.RESULTS The final analysis included 59 studies that enrolled 8011 learners. Twentyfive studies (42%) were randomised. The overall methodological quality of the studies was moderate. Compared with traditional teaching methods, SDL was associated with a moderate increase in the knowledge domain (SMD 0.45, 95% CI 0.23-0.67), a trivial and non-statistically significant increase in the skills domain (SMD 0.05, 95% CI ) 0.05 to 0.22), and a non-significant increase in the attitudes domain (SMD 0.39, 95% CI ) 0.03 to 0.81). Heterogeneity was significant in all analyses. When learners were involved in choosing learning resources, SDL was more effective. Advanced learners seemed to benefit more from SDL.CONCLUSIONS Moderate quality evidence suggests that SDL in health professions education is associated with moderate improvement in the knowledge domain compared with traditional teaching methods and may be as effective in the skills and attitudes domains.

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Section: Resultsmentioning

confidence: 99%

The effectiveness of self-directed learning in health professions education: a systematic review

et al. 2010

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“…For example, a study of methods used to teach first-year science students in Australia (Trigwell, Prosser, & Taylor, 1994) found that traditional pedagogy was more successful at information transferral and concept acquisition (surface-level knowledge), whereas student-focused exercises achieved better results in terms of providing students with the ability to modify existing concepts or develop new concepts (deep knowledge). In terms of general academic performance, studies typically find either little difference between average marks from lecture-heavy courses versus other methods of teaching (e.g., Coleman, Kinniment, Burns, Butler, & Koelmans, 1998;DaRosa et al, 1991;Kangari, Alipour, & Tabatabaee, 2007), or that other methods, such as online learning, may achieve slightly better results (e.g., Dutton, Dutton, & Perry, 2001;Williams, Aubin, Harkin, & Dottrell, 2001).…”

Section: Introductionmentioning

confidence: 98%

Lecturing and other face-to-face teaching – too much or too little? An assessment based on student feedback and fail rates

Symonds

2014

Higher Education Research & Development

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Institutes of higher learning are tending to reduce the amount of face-to-face teaching that they offer, and particularly through the traditional pedagogical method of lecturing. There is ongoing debate about the educational value of lectures as a teaching approach, in terms of both whether they facilitate understanding of subject material and whether they augment the student educational experience. In this study, student evaluation of teaching scores plus academic outcome (percentage of students who fail) was assessed for 236 course units offered by a science faculty at an Australian university over the course of one year. These measures were related to the degree to which lectures and other face-to-face teaching were used in these units, controlling for factors such as class size, school and year level. An information-theoretic model selection approach was employed to identify the best models and predictors of student assessments and fail rates. All the top models of student feedback included a measure reflecting amount of face-to-face teaching, with the evaluation of quality of teaching being higher in units with higher proportions of lectures. However, these models explained only 12-20% of the variation in student evaluation scores, suggesting that many other factors come into play. By contrast, units with fewer lectures have lower failure rates. These results suggest that moving away from lectures and face-to-face teaching may not harm, and indeed may improve the number of students who pass the subject, but that this may be incurred at the expense of greater dissatisfaction in students' learning experience.

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“…These questions are particularly relevant because the imparting of information through lecturing remains the predominant form of teaching in postsecondary and healthcare professional education (7,17,26). This may be due, in part, to the fact that lecturing is effective in transmitting and sharing factual information with a large number of students (11,21,30).…”

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confidence: 99%

Does sex (female versus male) influence the impact of class attendance on examination performance?

Cortright

Lujan

Cox

et al. 2011

Advances in Physiology Education

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The "conventional wisdom" is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies examining the impact of attendance on course grades that challenge the conventional wisdom. To address these issues, we determined the effect of class attendance on examination scores for female and male students enrolled in our undergraduate exercise physiology class of 51 students (20 female students and 31 male students). The experiment was designed not to interfere with the normal conduct of the course. Attendance was recorded in each class, and, although regular attendance was encouraged, it was not required and did not factor into the final grades. The final grade reflected the average days of attendance for female students only. Specifically, female students earning a grade above the class average attended 89 ± 4% of the classes; however, female students earning a grade below the class average attended only 64 ± 6% of the classes. In sharp contrast, there was no difference in the number of classes attended for male students earning grades above or below the class average (84 ± 3% vs. 79 ± 5%). Accordingly, some male students were absent frequently but scored above the class average, whereas other male students attended many classes but scored below the class average. Thus, the influence of regular attendance on examination performance is more important for female students than male students.

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Evaluating the effectiveness of the lecture versus independent study

Cited by 14 publications

References 5 publications

The effectiveness of self-directed learning in health professions education: a systematic review

The effectiveness of self-directed learning in health professions education: a systematic review

Lecturing and other face-to-face teaching – too much or too little? An assessment based on student feedback and fail rates

Does sex (female versus male) influence the impact of class attendance on examination performance?

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