The freedom to teach (at the best)

Abstract

INTRODUC TI ON Lectures as a traditional form of academic instructionLectures are an old and very traditional form of imparting information to an audience. Originally derived from the Latin word lēctūra for reading, it was developed during the Middle Ages as the main form of teaching at early European universities. [1][2][3] The academic lecture is grounded in the ancient art of oratory, a skill that was highly prized in antiquity. As one of its main merits, the lecture format of teaching allows for the efficient transfer of information to a large audience without the use of advanced technology. From its beginnings as a modality of instruction, lectures have often been supplemented with demonstrations, and even today successful lecturers will often not rely on the spoken word alone, but also project images, as well as include props and animated demonstrations to make the educational content more engaging and memorable. [4][5][6][7] An early example for an enriched lecture modality is the anatomical theater which combined a lecture-style presentation with the dissection of cadavers for anatomical instruction. 8,9 Among other early lecture-supporting technologies was the use of chalk and blackboards adding a visual component to the verbal presentation, a technology that is still used today in some fields of education, for example, for mathematic instruction. 10 Starting around 1950, the use of projected 35 mm slides

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital

“…Traditional lectures lack tools that ensure the student’s intellectual engagement with the study material during the long didactic lectures. Disadvantages of these lectures include the quick waning of students' attention and the pace of the lectures is not adjusted to meet all learner’s needs [ 8 ]. Therefore, traditional lectures are not suited to teaching higher-order skills such as application, problem-solving, and analysis.…”

Constructive alignment: Teaching introductory gross anatomy to sport science students

“…This included structure labeling and short questions, which were completed by students in laboratory table groups. Lectures were delivered in ways that offered little opportunity for two-way interaction between students and lecturers (Parmelee et al, 2020;Hortsch & Rompolski, 2023). Assessments A shift to a block learning model of four-week intensive units in 2018 at Victoria University (McCluskey et al, 2019;Tripodi et al, 2020) allowed the teaching team involved in the redesign of Structural Kinesiology to reconsider the established delivery and assessment approach.…”

“…This included structure labeling and short questions, which were completed by students in laboratory table groups. Lectures were delivered in ways that offered little opportunity for two‐way interaction between students and lecturers (Parmelee et al, 2020; Hortsch & Rompolski, 2023). Assessments were all test or examination based.…”