1. Overview Lectures are defined as a highly structured method by which the teacher verbally transmits information directly to the groups of learners for the purpose of instruction. (Bastable 2008) Most often used approach to teaching Derived from the Latin word “lectura” which means “to read”.

2. Educational Theory Lecture style teaching fits under the Cognitive educational theory. The key to learning and changing is the individual’s cognition. ( Perception, thought memory, ways of processing, structuring and information.)

3. Educational Theory Robert Gagne believed that an individuals learning requires different conditions for learning to be successful Cognitive theorist believe that behavior, mental processes, and the environment are all interrelated.

4. Educational Theory Cont’d They are concerned with the progressive development and changes in thinking, reasoning and perception as a sequential process. (McEwen and Willis 2002). Information processing is a cognitive perspective that emphasizes thinking process of : thought, reasoning, the way the information is encountered and stored, and memory functioning.

5. Educational Theory Cont’d Information processing model of memory Sensory Memory encoding Short -term Memory Storage Strategy Long term memory Response Stage 1 Attention Stage 2 Processing Stage 3 Memory Storage Stage 4 Action Orienting Stimuli External Process Internal Process External Process Bastable 2008

6. Usage of Lecture Strategy To provide background information or additional information. To help students understand complicated or theoretical material. To adapt to learners cognitive needs and levels, (translating words, using clarifying examples and analogies) To motivate students: showing personal interest in topic, presenting personal viewpoints.

7. What setting to apply Lecture Distance learning Professional conference Addressing a group of colleagues Class room

8. Lecture Pros It is quantitatively efficient and flexible in that 5 or 500 students can be presented the same material simultaneously (Jones, 2007). Is an effective, cost-effective means for transmitting large amounts of information to a large number of people at the same time. (Bastable 2008). Lecturer has control over content and delivery of material (Jones, 2007). Demonstrates patterns, main ideas, and present unique way of viewing information (Fitzgerald, 2008).

9. Lecture Pros Cont’d  Effective approach for cognitive learning (Fitzgerald, 2008.)  Useful for providing background information as a basis for subsequent learning such as group discussion.(Basable 2009.)

10. Lecture Cons Student boredom and inattention (Jones, 2007). Produces surface rather than deep learning ( Jones, 2007). Lecturers’ inability to compensate for differences in ways in which students really learn (Jones, 2007). Ineffective for affective and psychomotor learning (Fitzgerald, 2008). Does not provide stimulation or participation from learners ( Fitzgerald, 2008).

11. Ways to Adapt Engaging combinations of lecture, group discussions or virtual environment to appeal to the students desires for excitement, motivation and inspiration in learning (Jones, 2007).

12. Evaluation of Effectiveness Feedback from students Self-evaluation (via video to critique self) Use of an observer

13. Summary Lectures are defined as a highly structured method by which the teacher verbally transmits information directly to the groups of learners for the purpose of instruction The Cognitive learning theory is the theory that supports the lecture style teaching tool the best.

14. Summary Cognitive theorist believe that behavior, learning and the environment are interrelated. According to Gange, believed that much of an individual’s learning must requires different conditions in order for learning to be successful..

15. Summary Lectures are a cost effective method of educating large numbers of individuals. They can be take place in various setting such as lecture halls, class rooms, conferences, and addressing a of group colleges.

16. References Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3 rd ed.). Sudbury, MA: Jones and Bartlett Publishers. Jones, S., (2007). Reflections on the lecture: outmoded medium or instrument of inspiration? Journal of Further and Higher Education. 31(4) 397-406. doi: 10.1080/03098770701656816 McEwen, Melanie and Willis, Evelyn, M. Theoretical Basis for Nursing (2 ed.), Philadelphia, PA 2007 Lippincott and Williams