The lost art of lecturing: cultivating student listening and notetaking

Meyer, Kevin R.; Hunt, Stephen

doi:10.1080/03634523.2016.1275719

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…Approval (or disapproval) of this teaching method ranges from emphasizing or questioning its effectiveness in small and large groups ( Steinert and Snell, 1999 ; Kramer, 2017 ), to appraising the development of students’ listening and note-taking skills ( Meyer and Hunt, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…This tendency has led to the publication of studies committed to the transformation of the lecture into what could be called the new expert lecture , a subject currently under debate within international higher education forums ( French and Kennedy, 2017 ; Buzzanell, 2017 ; Darling, 2017 ; Meyer and Hunt, 2017 ; Sciullo, 2017 ; Stearns, 2017 ; Waldeck and Weimer, 2017 ; Samarasekera et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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A systematic review on lecturing in contemporary university teaching

2022

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IntroductionArticles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning?MethodWe have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion.ResultsForty-five articles were selected with a range of 0–78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees’ academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects.Discussion and conclusionsWhilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A systematic review on lecturing in contemporary university teaching

2022

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“…A number of scholars since Goffman's (1981) essay on "The Lecture" have defended the value of the lecture approach (Bland et al, 2007;Stover, 2016;Offstein and Chory, 2019). In particular, authors in the field of communication have argued that the effectiveness of the lecture format is at least partially due to often unmeasured variables related to the lecturer's proficiency as a communicator rather than flaws in the approach itself (Meyer and Hunt, 2017). Others have argued for a more balanced strategy saying, Framing lecture and active learning as a dialectical tension allows us to agree that active learning is desirable while allowing individual faculty members to decide for themselves the best ways to enact it.…”

Section: Introductionmentioning

confidence: 99%

Implementing the Montessori approach in an undergraduate marketing course: A case study

Murray

Miller²,

Postlewaite³

et al. 2022

Front. Educ.

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The objective of this case study is to offer a new perspective on innovation in higher education pedagogy by exploring how Montessori principles can be applied in an elective upper-level undergraduate marketing analytics course. Innovation in higher education is crucial for preparing students for the ever-changing challenges they will face in the workplace and in society. Montessori education offers a unique perspective for addressing many of the shortcomings identified in current approaches to undergraduate instruction. This study involved designing a course that incorporated well-established principles of Montessori education—which has demonstrated success in fostering deep learning, engagement, intrinsic motivation, and adaptability particularly among adolescents. The methodology leverages the naturalistic approach to gathering real world evidence using an inductive design based on data from instructor field notes, weekly student response submissions, and an end-of-semester student survey. In conclusion, results of the study suggest Montessori education, particularly experiential learning elements and direct connections to industry, should continue to be explored for its potential to inspire innovation in higher education. However, successfully changing the instructional paradigm requires efforts beyond a single course. Truly shaping undergraduate education for the 21st century involves broad and integrated change across departments and even universities to empower students to take control of their own learning, to be inspired and motivated by their own intrinsic values, and to expand their thinking beyond narrow expectations of textbook learning.

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“…While student accommodations such as providing students with the teachers’ notes or recording notes for students with disabilities (e.g., scribe, digital recordings) might be an option, these options remove students from the active learning process during lectures and leave them dependent on others to acquire class notes (Meyer & Hunt, 2017; Parsons et al, 2021).…”

mentioning

confidence: 99%

Using JIGSAW to Complete the Note-Taking Puzzle

Boyle

Frith

Joyce

2022

TEACHING Exceptional Children

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For students with disabilities (SWD), note taking during content area classes can be a puzzling process. Students often aren’t certain about what specific content to record, how many details to record, and how to write fast enough to keep up with the teacher. Smartpens are an underutilized type of technology that can help students to become better note takers by storing verbal information during lectures and syncing it up later when students amend their notes. This article provides an overview of different types of smartpens and information for teachers about how to use smartpens in the classroom.

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The lost art of lecturing: cultivating student listening and notetaking

Cited by 9 publications

References 7 publications

A systematic review on lecturing in contemporary university teaching

A systematic review on lecturing in contemporary university teaching

Implementing the Montessori approach in an undergraduate marketing course: A case study

Using JIGSAW to Complete the Note-Taking Puzzle

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