Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education

Abstract

The prevalence of the lecture method in university education prompts an inquiry into its adoption, whether driven by demonstrated effectiveness or individual instructor preferences. This study aims to elucidate critical aspects of the lecture method's implementation, investigating if educators augment it with additional resources and employ a well-defined model for effective delivery. Furthermore, the research explores the allocation of time and resources by instructors to cultivate an optimal learning environment. A key aspect of this investigation is the examination of methods utilized by educators to assess the effectiveness of their lectures. Conducted within the context of the Royal University of Bhutan, this study employs a phenomenological approach to address the ambiguity surrounding the lecture method's popularity and implementation. The findings illuminate a widespread utilization of the lecture method yet reveal that only a minority of instructors possess a comprehensive understanding of its theoretical foundations. Both educators and students express a collective desire for improvements in terms of resources, delivery techniques, and increased student engagement within the lecture format. These insights highlight the need for a more nuanced and informed approach to the integration of the lecture method in university education.