Explicit constructivism: a missing link in ineffective lectures?

Abstract

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

Learning theories 101: application to everyday teaching and scholarship

“…The latter refers to one's belief about personal ability "to organize and execute courses of action required to attain designated types of performances" (7). Collective research has established the critical role of self-efficacy for explaining learning and performance in a variety of settings (34). Similarly, research has established the critical role of self-regulation in relationship to academic achievement (11,45).…”

“…His model of observational learning is highly useful when the learning goals are best achieved via instructional modeling, demonstration, and imitation (44). The roles of self-efficacy and self-regulation and the benefits of teaching self-regulation strategies to students have been the focus of extensive research on human learning, performance, and motivation (34). His creation of self-directed learning programs built on proximal learning goals have been associated with enhanced self-efficacy beliefs and achievement in mathematics, reading, and writing (6,11,45).…”

“…Still, the underlying principles of constructivism, that students construct knowledge via active engagement in their environment, allow for the use of creative instructional approaches. For example, Prakash (34) reported results of an instructional approach wherein students were presented with logical questions as they progressed through the traditional lectures. Students who were exposed to this approach (experimental group) did better on the posttest than students who were not exposed to this approach (control group).…”

Recommendations to enhance constructivist-based learning in Interprofessional Education using video-based self-assessment

“…The constructivist approach [ 18 ], [ 19 ] includes drawing on prior knowledge, learning and reflecting [ 20 ]. Based on this, we developed a course to promote the acquisition and development of interprofessional skills.…”

Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session

“…Often, these novice residents were given a perspective extending beyond their own knowledge of physiology. More experienced residents had the opportunity to deepen their understanding of physiology in discussions, with explanations provided by expert attending consultants [29,45]. Due to the time constraints in the ICU, a short and compact teaching session (15 minutes) was chosen.…”