Research has shown that extensive lecturing is on average less effective than other modes of instruction (Freeman et al., 2014; Wieman, 2014). But learning from lectures can be improved. Research in the learning sciences has identified potential weaknesses in the lecture-learning process (Cerbin, 2018). By working to overcome these weaknesses, instructors can narrow the lecture-learning gap.
The article below argues that to improve learning from lecture, teachers will need to adopt strategies to help students
acquire essential background knowledge before lecture so they can make sense of new lecture material
manage cognitive overload during lecture so they have the mental resources available to process (attend to and think about) the lecture material
engage in deep learning processes during lecture so they integrate new lecture material with prior knowledge
elaborate, consolidate and retain what they learn after lecture so they can remember, use and apply what they learned in lecture