Lecturing versus Other Methods of Teaching: A Review of Research

Costin, Frank

doi:10.1111/j.1467-8535.1972.tb00570.x

Cited by 78 publications

(49 citation statements)

References 52 publications

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“…Yet, the face to face mode allows for changes to be made on the fly, is quicker to prepare and easier to revise, humour and entertainment elements can be incorporated, and it is a social and communal gathering Ross, 1976a, 1976b;Costin, 1972).…”

Section: Advantages Of the Asynchronous Delivery Modementioning

confidence: 99%

Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

Andrewartha

Wilmot

2001

AJET

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Educational researchers have long derided the university lecture as an effective mode of delivery of educational materials, but currently there are many reports on the advantages offered by computer. In this study a multimedia solution was sought to replace existing face to face lectures because it appeared to offer a close 'media versus need' match. Consequently, a decision was made to develop a design template for an interactive computer based program that would be suitable for a range of subject content. In order to personalise the instruction, a large video insert was incorporated as the main screen's most prominent design feature. From here the learner could navigate to support material including interactive simulations. The program was piloted with a small group of students and, in particular, the student tracking data that the program automatically generates yield some interesting learning style information.

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Section: Advantages Of the Asynchronous Delivery Modementioning

confidence: 99%

Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

Andrewartha

Wilmot

2001

AJET

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“…Por ejemplo, Frank Costin (1972) hace una revisión de las investigaciones sobre la pregunta de la eficacia de los cursos magistrales con relación a otros métodos de enseñanza, tales como la discusión en clases (la primera investigación ( 21 ) data de 1925), la utilización de proyectos centrados en el estudiante (la primera investigación data de 1950), y la lectura individual y la autoinstrucción (primera investigación en 1928).…”

Section: Palavras-chavesunclassified

“…Sin embargo, estas investigaciones no permiten deducir una superioridad consistente de los métodos activos por sobre las clases magistrales (Costin, 1972). McKeachie (1990) ha mostrado también que las investigaciones en educación superior relativas a la utilización de los métodos más activos datan de los años 20 para el caso de la comparación entre cursos magistrales y la discusión.…”

Section: Palavras-chavesunclassified

“…Se han realizado varias investigaciones para evaluar el impacto de la utilización de las metodologías activas sobre el resultado del proceso de enseñanza-aprendizaje en el ámbito universitario (Costin, 1972). Evidentemente la heterogeneidad de métodos, la particularidad de la disciplina enseñada y los contextos donde estos métodos se aplican hacen que dicha evaluación sea delicada.…”

Section: Palavras-chavesunclassified

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¿pedagogía Activa O Métodos Activos? El Caso Del Aprendizaje Activo en La Universidad

Leupin

2016

Docencia univ.

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¿Pedagogía activa o métodos activos? El caso del aprendizaje activo en la universidad RESUMEN. En este artículo discutimos el enfoque del aprendizaje activo que se ha difundido en las aulas universitarias, relacionándolo con sus antecesores pedagógicos, específicamente el movimiento de la Escuela Nueva Europea y la Educación Progresista Norteamericana. Esta relación nos permite entender en una perspectiva histórica el abanico de métodos de enseñanza-aprendizaje que se están utilizando en la Universidad, incluyendo diferencias con sus antecesores. En particular, discutimos la diferencia entre métodos activos y la noción más general de pedagogía activa, la que implica una filosofía de la educación que se centra de manera más radical en el estudiante. Esto último nos permite esbozar posibles líneas de evolución de la práctica de la pedagogía activa en la Universidad. Palabras claves:pedagogía, aprendizaje activo, historia de la educación. Roberto Espejo Leupín * ARTÍCULO DE REVISIÓNABSTRACT. In this paper we discuss the active learning approach that has been spread in university classrooms in relation to its pedagogical predecessors, particularly the New European School movement and the American Progressive Education. This relationship allows us to understand the array of teaching-learning methods used today at university under a historical perspective, including differences with its predecessors. Particularly, we will discuss the difference between active methods and the more general concept of active pedagogy, which implies an educational philosophy more radically centered on the students. This enables us to outline possible evolution lines in the practice of active pedagogy at university.

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“…Both methods have benefits: instructor-centered methods can be highly effective in the acquisition of factual knowledge and the application of that knowledge to a defined range of contexts (Robinson, 1996;Costin, 1972), while studentcentered approaches improve student engagement, motivation and transferability of knowledge from classroom settings to new problems (Chickering and Gamson, 1987;Astin, 1993;Light, 1992Light, , 2001). The methods also have drawbacks, with instructor-centered approaches generally failing to provide opportunities for deconstruction, integration, and transfer of knowledge to novel contexts (Clough and Kauffman, 1999;Prince and Felder, 2006).…”

Section: From Instructor-centered To Learner-centered Teaching Modelsmentioning

confidence: 99%

Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis

Thompson

Ngambeki

Troch

et al. 2012

Hydrol. Earth Syst. Sci.

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Abstract. As hydrologists confront the future of water resources on a globalized, resource-scarce and humanimpacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction -based on lecture, reading and assignment formats -a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of hydrologists.

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Lecturing versus Other Methods of Teaching: A Review of Research

Cited by 78 publications

References 52 publications

Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

¿pedagogía Activa O Métodos Activos? El Caso Del Aprendizaje Activo en La Universidad

Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis

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