1. MaryRuth L. Nich, RN, ADN Wilmington University

2.  “The oldest, most commonly used, and most traditional instructional method by which the teacher verbally transmits information in a highly structured format directly to a group of learners”  (Bastable, 2008, p. 629)

3.  traced back to Greek society and Plato's Academy, where oratory was the principal mode of mass communication  In medieval Europe, often only one manuscript of any work was available - lecture was the way to share the knowledge stored in these manuscripts with students  (Bland, Saunders, and Kreps Frisch, 2007)

4.  Provides foundational background information  Summarizes data and current research  Highly instructor-centered, but if well- organized and delivered effectively, it can be extremely useful  Lecturer’s expertise important in providing information not available elsewhere

5.  Introduction – purpose is to engage learners’ attention and present learning objectives  Body – delivery of content; this part may be supplemented with other methods to enhance the learning experience  Conclusion – review of major concepts; appropriate time for question/answer session

6.  Useful mainly for the cognitive learning domain  “learning in this domain involves the acquisition of information and addresses the development of the learner’s intellectual abilities, mental capacities, understanding, and thinking processes”  (Bastable, 2008, p. 394)

7.  Information-Processing Perspective  Emphasizes thinking processes (how information is incorporated and retrieved) – 4 stages: I. paying attention to environmental stimuli II. sensory processing of information (visual, auditory, or motor manipulation) III. information is encoded into short-term memory  Information is then forgotten, or stored in long-term memory by such methods as imagery, association, rehearsal, or breaking into units IV. learner makes action or response that based on how information was processed and stored  (Bastable, 2008)

8.  Healthcare education – professional standards, anatomy/physiology, pathology, pharmacology  On-the-job training/updates  In nursing - BLS/ACLS, new medications or equipment, RNC certification review courses  New employee orientation  Outpatient education  Expectant parent preparation, healthy lifestyles classes, living with chronic illnesses

9.  College/University lecture hall  Classroom  Online  Professional conference  Continuing education seminar  Businesses/organizations

10.  Highly adaptable  active instructional methods may be incorporated into the lecture based on instructor skill level, lecture content, and learner needs  Able to target large groups of learners  Effective technique for the cognitive learning domain  Cost effective and efficient – can transmit large amounts of information to many learners in a relatively short time  (van Dijk, van den Berg, and van Keulen, 1999)

11.  Not individualized to different learners  backgrounds, prior education, learning styles/needs, cognitive abilities  The instructor is usually the only active participant; learners are largely passive  Not typically effective for psychomotor or affective domains of learning  Quality of lecture is highly susceptible to skill of lecturer  (Bland et al, 2007)

12.  Easy to add audiovisual aids  PowerPoint slides, videos, slides, numerical charts/graphs, images  Handouts or outlines to emphasize important concepts  Discussions, question/answer session, or “Fill-in- the-blank” lecture notes may encourage active learning  May be used as a prelude to other methods, such as gaming, simulation, demonstration, role- playing, or group discussion  May adapt for online/distance format lecture  (Bastable, 2008, and DiBattista, 2005)

13.  Outcomes are greatly improved when instructor develops a rapport with students  teacher immediacy – “ extent to which teachers reduce the psychological distance between themselves and their students” (Bland et al, 2007, p. 12) Use of gestures, smiles, anecdotes, humor  Other strategies to improve lecture quality:  Slower speaking, frequent pauses, varying vocal tone, making eye contact  (Puttee and Mezzina, 2008)

14.  Formative – make adjustments as needed  Difficult in traditional lecture, but lecturer should observe learners’ body language to determine attention; also evaluate environment (temperature, noise)  Content – evaluate the specific learning experience  May be incorporated by using discussion, games, or question/answer session post-lecture  Summative – determines outcome of teaching  Final exams, writing assignments, licensure exams

15.  Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning. 3 rd Ed. Boston: Jones & Bartlett.  Bland, M., Saunders, G., and Kreps Frisch, J. (2007). In defense of the lecture. Journal of college science teaching, 37(2), 10-13.  DiBattista, D. (2005). Fill-in-the-blank lecture notes: Advantages. Teaching professor, 19(8), 1-5.  Puttee, C.M., and Mezzina, K.E. (2008). In defense of the lecture: Strategies to assist in active learning experiences in accounting units. e-Journal of business education and scholarship of teaching, 2(2), 28-38.  van Dijk, L.A., van den Berg, G.C., and van Keulen, H. (1999). Using active instructional methods in lectures: A matter of skills and preference. Innovations in education and training international, 36(4), 260-272.