Hmm... you over state the case here but it is not news that lectures are not the most effective way to get the point across. Unfortunately most of the more effective methods are very staff intensive. Given one person and a set amount of material to be got through, a standard lecture may be pretty much your only realistic choice.
All lecturers (pretty much) know that testing students on material, engaging with them and getting them to attempt to answer stuff as you go on helps... of course this all takes time and relies on the students actually participating (e.g. avoiding the "Anyone, anyone, Bueller?" sort of call for participation).
Ellefson ran a study in which a group of students were briefly pushed every day to revisit earlier material, while another group just plowed ahead with the new material.
Which is why a standard lecture course in the sciences also comes with worksheet questions, tutorials and so on.
There's also the question of "to whom are you teaching" -- if you take some of those methods, going back, revisiting material, recapping and so on, it really does help the bottom end but it loses the top end... that is, the less able students get a better deal the more able students a worse deal.
Teaching coding was an eyeopener for me as I interacted with the students regularly in the classroom so could see where they had and where they had not understood what was said.
no subject
Hmm... you over state the case here but it is not news that lectures are not the most effective way to get the point across. Unfortunately most of the more effective methods are very staff intensive. Given one person and a set amount of material to be got through, a standard lecture may be pretty much your only realistic choice.
All lecturers (pretty much) know that testing students on material, engaging with them and getting them to attempt to answer stuff as you go on helps... of course this all takes time and relies on the students actually participating (e.g. avoiding the "Anyone, anyone, Bueller?" sort of call for participation).
Ellefson ran a study in which a group of students were briefly pushed every day to revisit earlier material, while another group just plowed ahead with the new material.
Which is why a standard lecture course in the sciences also comes with worksheet questions, tutorials and so on.
There's also the question of "to whom are you teaching" -- if you take some of those methods, going back, revisiting material, recapping and so on, it really does help the bottom end but it loses the top end... that is, the less able students get a better deal the more able students a worse deal.
Teaching coding was an eyeopener for me as I interacted with the students regularly in the classroom so could see where they had and where they had not understood what was said.