REAL ESTATE TOPICS

LECTURES vs. On Line

Lectures are an effective teaching method because they exploit human evolved 'human nature' to improve learning 

Bruce G Charlton

Abstract

Lectures are probably the best teaching method in many circumstances and for many students; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between lecturer and audience. However, the lack of a convincing rationale has been a factor in under-estimating the importance of lectures and there are many who advocate their replacement with written communications or electronic media. But I suggest that lectures are effective because they exploit the spontaneous human aptitude for spoken (rather than written) communications and because they are real-time, human-presence social events (rather than electronic media). Literacy is a recently cultural artefact and for most of their evolutionary history humans spontaneously communicated information by speech. By contrast with speech, all communication technologies – whether reading a book or a computer monitor – are artificial and unnatural. This is probably why many people find it easier to learn from lectures than from media; and why excessive or inappropriate use of visual aids can so easily detract from the educational experience. The second reason for lectures’ effectiveness is that they are formally-structured social events which artificially manipulate human psychology. A formal lecture is a mutually-beneficial 'collusion' between class and lecturer. to improve learning. Lectures are delivered by an actually-present individual, and this creates a here-and-now social situation which makes lectures easier to attend to. The formal structure of a lecture therefore artificially focuses attention and generates authority for the lecturer to make their communications more memorable. Furthermore, to allow the potential for repeated interactions to allow trust to develop between lecturer and class, it is much more educationally-effective for lectures to be given as a course rather than as one-off interactions

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