MaryRuth L. Nich, RN, ADN
Wilmington University
 “The
oldest, most commonly used, and most
traditional instructional method by which the
teacher verbally transmits information in a
highly structured format directly to a group
of learners”

(Bastable, 2008, p. 629)
 traced
back to Greek society and Plato's
Academy, where oratory was the principal
mode of mass communication
 In medieval Europe, often only one
manuscript of any work was available lecture was the way to share the knowledge
stored in these manuscripts with students

(Bland, Saunders, and Kreps Frisch, 2007)
 Provides
foundational background
information
 Summarizes data and current research
 Highly instructor-centered, but if wellorganized and delivered effectively, it can be
extremely useful
 Lecturer’s expertise important in providing
information not available elsewhere
 Introduction
– purpose is to engage learners’
attention and present learning objectives
 Body – delivery of content; this part may be
supplemented with other methods to
enhance the learning experience
 Conclusion – review of major concepts;
appropriate time for question/answer session
 Useful
mainly for the cognitive learning
domain

“learning in this domain involves the acquisition
of information and addresses the development of
the learner’s intellectual abilities, mental
capacities, understanding, and thinking
processes”

(Bastable, 2008, p. 394)
 Information-Processing

Perspective
Emphasizes thinking processes (how information is
incorporated and retrieved) – 4 stages:
I.
II.
III.

IV.
paying attention to environmental stimuli
sensory processing of information (visual, auditory, or motor
manipulation)
information is encoded into short-term memory
Information is then forgotten, or stored in long-term
memory by such methods as imagery, association, rehearsal,
or breaking into units
learner makes action or response that based on how
information was processed and stored

(Bastable, 2008)
 Healthcare
education – professional
standards, anatomy/physiology, pathology,
pharmacology
 On-the-job training/updates

In nursing - BLS/ACLS, new medications or
equipment, RNC certification review courses
 New
employee orientation
 Outpatient education

Expectant parent preparation, healthy lifestyles
classes, living with chronic illnesses
 College/University
lecture hall
 Classroom
 Online
 Professional
conference
 Continuing education seminar
 Businesses/organizations
 Highly

adaptable
active instructional methods may be
incorporated into the lecture based on instructor
skill level, lecture content, and learner needs
 Able
to target large groups of learners
 Effective technique for the cognitive learning
domain
 Cost effective and efficient – can transmit
large amounts of information to many
learners in a relatively short time

(van Dijk, van den Berg, and van Keulen, 1999)
 Not

individualized to different learners
backgrounds, prior education, learning
styles/needs, cognitive abilities
 The
instructor is usually the only active
participant; learners are largely passive
 Not typically effective for psychomotor or
affective domains of learning
 Quality of lecture is highly susceptible to
skill of lecturer

(Bland et al, 2007)

Easy to add audiovisual aids
PowerPoint slides, videos, slides, numerical
charts/graphs, images
 Handouts or outlines to emphasize important
concepts

Discussions, question/answer session, or “Fill-inthe-blank” lecture notes may encourage active
learning
 May be used as a prelude to other methods, such
as gaming, simulation, demonstration, roleplaying, or group discussion
 May adapt for online/distance format lecture


(Bastable, 2008, and DiBattista, 2005)
 Outcomes
are greatly improved when
instructor develops a rapport with students
 teacher immediacy – “extent to which
teachers reduce the psychological distance
between themselves and their students”
(Bland et al, 2007, p. 12)

Use of gestures, smiles, anecdotes, humor
 Other
strategies to improve lecture
quality:

Slower speaking, frequent pauses, varying
vocal tone, making eye contact

(Puttee and Mezzina, 2008)
 Formative

– make adjustments as needed
Difficult in traditional lecture, but lecturer
should observe learners’ body language to
determine attention; also evaluate environment
(temperature, noise)
 Content
– evaluate the specific learning
experience

May be incorporated by using discussion, games,
or question/answer session post-lecture
 Summative

– determines outcome of teaching
Final exams, writing assignments, licensure
exams

Bastable, S.B. (2008). Nurse as educator: Principles of teaching
and learning. 3rd Ed. Boston: Jones & Bartlett.

Bland, M., Saunders, G., and Kreps Frisch, J. (2007). In defense
of the lecture. Journal of college science teaching, 37(2),
10-13.

DiBattista, D. (2005). Fill-in-the-blank lecture notes: Advantages.
Teaching professor, 19(8), 1-5.

Puttee, C.M., and Mezzina, K.E. (2008). In defense of the
lecture: Strategies to assist in active learning experiences
in accounting units. e-Journal of business education and
scholarship of teaching, 2(2), 28-38.

van Dijk, L.A., van den Berg, G.C., and van Keulen, H. (1999).
Using active instructional methods in lectures: A matter of
skills and preference. Innovations in education and training
international, 36(4), 260-272.