Lectures can be a useful tool, particularly when partnered with active learning. There are challenges, but with careful planning, some of these challenges can be overcome. The article titled “A Learning Science Perspective on How to Improve Learning From Lecture” by William Cerbin discusses the importance of improving the effectiveness of learning from lectures, specifically from a learning science perspective. Cerbin identifies several challenges that can hinder learning from lectures, including the following:
- Insufficient prior knowledge. When students lack the necessary background knowledge, their learning may be fragmented and incomplete.
- Inaccurate prior knowledge. Misconceptions can interfere with new learning.
- Inappropriate prior knowledge. Students may use irrelevant prior knowledge to interpret lecture material.
- Inert prior knowledge: Even if students have relevant prior knowledge, they may not access or use it effectively.
Cerbin emphasizes that effective learning from lectures goes beyond just paying attention or taking notes. Instead, it relies on students’ deep cognitive engagement with the material before, during and after the lecture. Here are the key suggestions he highlights in the article:
Before the lecture
Corbin suggests helping students access essential background knowledge before a lecture. To do so, he suggests using activities such as the following:
- Low-stakes quizzes and practice tests.
- Practice activities, such as using a matrix to map prior knowledge.
- Case studies or relevant scenarios that ask students to explore basic concepts.
During the lecture
Lectures can overload students’ cognitive capacities due to the volume of new information, unfamiliar material, fast-paced delivery and distractions. Cerbin recommends managing and reducing cognitive load during a lecture. To manage cognitive load, he recommends that instructors:
- Adjust presentation pace.
- Improve organization and coherence.
- Reduce distractions.
- Use multimedia.
After the lecture
Cerbin suggests helping students consolidate information and retain material after a lecture. To accomplish this goal, he suggests that instructors could allocate time for students to:
- Review, organize and reflect on the lecture material with peers.
- Write minute papers or muddiest point exercises to identify important concepts and areas of confusion.
- Take short quizzes to reinforce key concepts.
- Apply the lecture material to new questions or problems.
- Review worked examples.
In conclusion, the article provides insights into the challenges students face in learning from lectures and offers evidence-based strategies to improve the effectiveness of lectures, including accessing prior knowledge, managing cognitive load and supporting post-lecture consolidation and retention of material.