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A lecture is a typical method of university teaching. Normally it is useful for
- presenting course material (basic and factual knowledge)
- to a defined target group (students of a certain semester and a certain subject)
- to a large number of participants (especially for the introductory lectures)
- within a reasonable period of time (one semester, meeting weekly, 1-2 hours)
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The lecturer, as an expert in his field, introduces the students to the "state of the art", that is, the basic structures of needed knowledge and proficiency to provide a basis for further learning – or more specifically, the subject matter that the students are expected to learn.
Further goals:
- Stimulate motivation for the subject
- A solid basis for independent learning
- Interrelated view of the whole field
A traditional lecture usually takes place in either of the following scenarios:
- (weekly) lecture + questions or discussions with the students
- Often in the natural sciences: (weekly) lecture + accompanying laboratory courses/tutorials (in small groups)
A lecture always requires quality assurance and preparation from the lecturers and should consist of
- Presentation of course material
- Communication with the students
- Organization (where necessary in coordination with accompanying laboratory courses/tutorials)
The lecture is a proven teaching method that has many advantages – existing, by the way, ever since the founding of universities in the Middle Ages. However, a number of problems can arise on various different levels for which the usage of digital media offers possibilities for solutions. These solutions are not, of course, self-contained systems; in fact, different elements can be combined with each other or may supplement each other successively during class (see Sengstag).
Before the Semester Starts
With heterogeneous target groups, e.g., from various levels or fields, the level of knowledge may be different. Digital media could be implemented to
During the In-Class Lecture
Solely oral lecturing is somewhat difficult to understand; the concentration and participation of the students start to fade when listening for a longer period of time.
Follow-Up Work for a Lecture
In the lecture, gaps in knowledge may be present and comprehension problems may occur.
- Lecture notes, digital transparencies, or other learning materials can be made available without much time and effort in a virtual learning environment system or on a course home page.
Recording makes much more information available that can be often done „on the fly“, that is, during the in-class course, for example as
Transformation of the Form of the Lecture
Of late, teachers have been replacing the classic lecture with other scenarios. For example, they use digital media to present the content of the course in such a way that the students can study everything by themselves. In this case, the in-class lecture is not used to present the material but to clarify any questions and for discussion. For the preparation and editing of the course content, the following formats can be used:
Communication
During lectures, the opportunities for discussion are very limited. As support – according to intention – different asynchrone communication tools can be implemented:
Office hours are often a burden for teachers and students. Many questions can be clarified for all of the students of a course together, for example:
- by making examination requirements, etc. available in a virtual learning environment or on the homepage of the course
- in
discussion forums
with synchrone
chat, e.g. before exams
Examinations
A final exam is a part of many of the lecture courses, examining and evaluating the students’ acquired knowledge and performance. Diverse problems can arise in connection with the (educationally meaningful) design, the organization, and the implementation.
- The opportunities for implementing digital media for examinations are extensive and are presented under
Examinations
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