Lecturing and expertise

Professor Erno Lehtinen
Department of Teacher Education
and Centre for Learning Research
University of Turku

LEARNING OUTCOMES: Taking this module gives you competencies to

- Use lecturing as an activating and knowledge construction evoking teaching method
- Support your students’ development of expertise on your lectures
- Analyze your own experiences of lectures as a teacher and/or as a student
- Select lecturing methods that best fit you and your students’ learning goals

(duration: 6:51) Is lecturing outdated? Write down your thoughts here.

(duration: 15:01) In a couple of words, describe your thoughts about lecturing related to approaches to learning. Click here to collaborate!

(duration: 7:45) How to support students´ knowledge construction process during a lecture? Write down your ideas here.

(duration: 8:13) What was interesting? What did you learn? Write a few words here.

Additional materials

ARTICLE 1: Jones, S.E. (2007). Reflections on the lecture: outmoded medium or instrument of inspiration? Journal of Further and Higher Education Vol. 31, No. 4, November 2007, pp. 397–406.
ARTICLE 2: Charlton, B. 2006. Lectures are an effective teaching method because they exploit human evolved 'human nature' to improve learning. Medical Hypotheses 2006; 67: 1261-5.
ARTICLE 3: Lonka, K. & Ketonen, E. 2012. How to make a lecture course an engaging learning experience? Studies for the Learning Society, Vol, 2, Issue 2-3, 63–74.

Read more:

ARTICLE 4: Kember, D. & Kwan, K. 2000. Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28: 469–490.
ARTICLE 5: Knight, J. & Wood, W. 2005. Teaching More by Lecturing Less. Cell Biology Education. 2005 Winter 4(4): 298–310.
ARTICLE 6: Steinert, Y. & Snell, L. 1999. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 21(1), 1999, 37-42

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