There have been surprisingly few surveys published recently on improving lecturing [ 9].
Other suggestions included (in decreasing frequency): better guidance on research/career, a better mentor, improved lecture series, more protected research time and enhanced research funding.
An AMEE guide for lectures was published recently to revive the art of lecturing [ 5], and we believe that instead of criticising lectures, the reasons for criticism should be analysed and this information used to improve lectures.
Repeat viewing further indicated that videos also improved on lectures, where an explanation was heard only once, benefitting students with language challenges.
Here's a great, quick read from Coursera co-founder Andrew Ng on how he used deliberate practice to improve his lecturing techniques.
In addition, the recent Discipline-based Education Restates (DBER) reporthatates that DBER "clearly shows that research-based instructional strategies are more effective than traditional lecture in improving conceptual knowledge and attitudes about learning" (Singer et al., 2012, p. 3).
In the current study sensitivity, but not specificity, improved after the lecture.
In addition, higher institutions need to improve quality of lecture materials and teaching techniques to reduce absenteeism.
Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning.
Finally, the third practice is designed for displaying the continuous effectiveness when both of intra-class feedback and inter-class feedback are effective for improving learning achievements in the lecture class.
