White Geoff
Faculty of Education, Monash University, Victoria, Australia.
Clin Teach. 2011 Dec;8(4):230-5. doi: 10.1111/j.1743-498X.2011.00457.x.
Lectures can vary from being entirely teacher-centred through to those that value learner-teacher and learner-learner interaction. Advocates of the exclusively didactic (teacher-centred) lecture aim to maximise the amount of lecture time available to their delivery of content, and regard other activities as 'lost' lecture time. Educational research has, however, identified the potential benefit of interactivity that promotes mentally active learning and improved learning outcomes. This article reviews the notion of 'active learning', outlines how active learning is promoted by interactivity and concludes with strategies for including interactivity within lectures.
Narrative review and discussion.
The article begins with a summary of the purposes of lecturing, and the distinctions between mentally active and passive learning. The associations between interactivity, cognitively active learning and improved learning outcomes are considered, and strategies for promoting interactivity and active learning are explored. Three student-student interaction strategies are discussed, and an exemplar of each of these strategies in action is provided. The exemplar addresses the 'lost time' concern of some advocates of the exclusively didactic lecture.
Interactivity can be readily introduced to lectures without a significant reduction in the amount of time available for didactic lecturing. This paper challenges the view that the inclusion of interactivity equates to a loss of learning time, by showing that students' achievement of learning outcomes is enhanced by planned and structured engagement with others. The paper concludes with an example of how interactivity can be incorporated within the traditional lecture format.
讲座形式各异，从完全以教师为中心到重视学习者与教师以及学习者之间互动的形式。纯粹说教式（以教师为中心）讲座的倡导者旨在最大限度地利用讲座时间来传授内容，并将其他活动视为“浪费”的讲座时间。然而，教育研究已经确定了互动性的潜在益处，即促进积极思考的学习并提高学习成果。本文回顾了“主动学习”的概念，概述了互动性如何促进主动学习，并以在讲座中融入互动性的策略作为结尾。
叙述性综述与讨论。
本文首先总结了讲座的目的，以及积极思考学习与被动学习之间的区别。探讨了互动性、认知上的主动学习与提高学习成果之间的关联，并探索了促进互动性和主动学习的策略。讨论了三种学生之间的互动策略，并提供了每种策略实际应用的示例。该示例解决了一些纯粹说教式讲座倡导者对“时间浪费”的担忧。
可以轻松地将互动性引入讲座，而不会显著减少用于说教式讲座的时间。本文通过表明学生通过有计划、有组织地与他人互动能提高学习成果，对认为纳入互动性等同于学习时间损失的观点提出了质疑。本文最后举了一个如何在传统讲座形式中融入互动性的例子。
