The Traditional Lecture: A case of Academic Chuunibyou?
Chuunibyou: a Japanese slang term where people with chuunibyou act out by looking down on others resulting in a subculture-type preference for minor trends thereby seeking a "cool" factor. To this author, an apt description of how the lecture has been unfairly viewed in recent years as a poor pedagogic tool, in essence, an academic chuunibyou! My central belief here is that the lecture is a useful, relevant pedagogically focused application of the professional teacher working their craft and can be viewed in essence as facilitating a powerful “pedagogy of gesture”
Church, R.B., Ayman-Nolley, S. and Mahootian, S. (2004) ‘The role of gesture in bilingual education: Does gesture enhance learning?’ International Journal of Bilingual Education and Bilingualism, 7(4), 303-319.
Crawford, R.M. (2014) ‘A Pedagogic Trinity – Exploring the Art, Craft and Science of Teaching.’ Journal of Pedagogic Development 4(2), 77.
Dowling, C., Godfrey, J.M. and Gyles, N. (2003) ‘Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?’ Accounting Education, 12(4), 373-391.
Eble, K.E. (1988) The craft of teaching (2nd edn.). San Francisco, CA: Jossey-Bass Publishers.
Fischer, R.L., Jacobs, S.L. and Herbert, W.N. (2004) ‘Small-group discussion versus lecture format for third-year students in obstetrics and gynecology.’ Obstetrics & Gynecology, 104(2), 349-353.
Hembrooke, H. and Gay, G. (2003) ‘The laptop and the lecture: The effects of multitasking in learning environments.’ Journal of computing in higher education, 15(1), 46-64.
Meyer, J.H. and Land, R. (2005) ‘Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning.’ Higher Education, 49(3), 373-388.
Oblinger, D. (2005) ‘Leading the transition from classrooms to learning spaces.’ Educause Quarterly, 28(1), 14-18.
Oermann, M.H. (2005) ‘Using Active Learning in Lecture: Best of "Both Worlds".’ International Journal of Nursing Education Scholarship, 1(1).
Shulman, L.S. (2000) ‘Teacher development: Roles of domain expertise and pedagogical knowledge.’ Journal of Applied Developmental Psychology, 21(1), 129-135.
Turner, Y. (2015) ‘Last orders for the lecture theatre? Exploring blended learning approaches and accessibility for full-time international students.’ The International Journal of Management Education, 13(2),163-169.
Topping, K. and Ehly, S. (eds.) (1998) Peer-assisted learning. New York, Routledge.
- There are currently no refbacks.